Differences In Emotional Experience Research Articles

Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers

This study investigated the impact of digital vocabulary games (DG) and digital vocabulary worksheet (DW) on achievement emotions and learning outcomes among 62 third-grade students with diverse reading abilities. Participants were classified as struggling or typical readers based a standardized reading fluency assessment. The research examined how these digital tools influenced vocabulary acquisition and emotional responses across the diverse reading abilities. Results showed that both DG and DW effectively improved vocabulary knowledge, with no significant difference in learning gains between modalities. However, DG elicited greater active positive emotions and calmness than DW, which could foster motivation and persistence, crucial for learning. Struggling readers experienced increased calmness and decreased negative emotions with DG, achieving gains comparable to their typical readers peers with both tools. Typical readers did not exhibit significant differences in emotional experiences or learning outcomes between the digital tools, suggesting their adaptability to various digital formats. This study illuminates the role of digital tools in not only promoting vocabulary growth but also shaping diverse emotional experiences during learning among young students with varied reading profiles. The findings have important implications for supporting struggling readers and nurturing a positive learning experience for all.

Valence and Intensity of Emotional Expression in Autistic and Non-Autistic Toddlers.

Differences in emotional experience and expression have long been recognized as common in the presentation of autism, yet research examining emotional expression in early childhood is limited, with mixed findings. Understanding emotional reactivity and expression in autism in early life is an essential step towards uncovering the mechanisms of these risks and identifying targets for intervention. The present study examined emotional expression in autistic (N = 17) and non-autistic (N = 20) toddlers (mean age = 25.27; SD = 1.88) during emotion elicitation tasks aimed at eliciting joy, frustration, and unease. Video recorded tasks were coded in ten second intervals for emotional valence and intensity, and the following variables were computed: proportion of time in positive, neutral, and negative affect; maximum intensity of positive and negative affect; and range of affect (i.e., most negative to most positive intensity). Autistic toddlers spent more time in neutral facial expressions, less time displaying positive affect, and had somewhat less intense positive emotional expression than non-autistic peers. Small differences were apparent in intensity of negative affect expression, while no differences emerged in duration of time spent in negative affect. Findings emphasize that differences may be more apparent in duration, rather than intensity of emotional expression, and that it may be particularly important to examine periods of "neutral" affect in young autistic children. Future research should consider the best ways to understand emotional reactivity in this population considering their unique interests, challenges, and communication styles.

AGE DIFFERENCES IN STRESSOR REACTIVITY AND RECOVERY

Abstract Strength and vulnerability integration theory (SAVI; Charles, 2010) posits that age differences in emotional experiences vary based on the distance from an emotionally eliciting event. Before and after a stressor, SAVI predicts that older age is related to motivational strivings that often result in higher levels of well-being. During stressor exposure, however, age effects are predicted to be attenuated or disappear completely. The present study examined how younger (n = 85; M age = 22.56 years) and older (n = 85; M age = 71.05 years) adults reacted to and recovered from a cognitive stressor using repeated positive and negative emotion probes. Results showed that both age groups were negatively impacted by the stressor, and both reported an initial boost in recovery afterward. However, older adults continued to recover across the recovery period compared to younger adults. This work elucidates that older adults are significantly impacted by stress but exhibit a resounding recovery.

Age differences in emotional experiences associated with helping and learning at work.

Drawing on socioemotional selectivity theory and goal theories of emotion, this study examined age differences in helping and learning activities at work and the emotional correlates of such activities. We hypothesized that older workers help colleagues more than younger workers and derive greater emotional benefits from helping; and that younger workers learn more often at work and derive greater emotional benefits from learning. Frequency of employees' (N = 365; age 18-78 years) helping, learning, and emotional experience were monitored for 5 days using a modified day reconstruction method. We found that older workers engaged in helping more than younger workers and reported greater positive emotions from helping. Contrary to our hypothesis, younger and older workers engaged in learning activities at similar frequencies. However, in line with our hypothesis, learning was associated with more positive emotions for younger workers. Findings suggest thoughtful consideration of how to optimize work activities and practices that promote emotional well-being of both younger and older workers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Falling hard, but recovering resoundingly: Age differences in stressor reactivity and recovery.

Strength and vulnerability integration (SAVI) theory (Charles, 2010) posits that age differences in emotional experiences vary based on the distance from an emotionally eliciting event. Before and after a stressor, SAVI predicts that older age is related to motivational strivings that often result in higher levels of well-being. However, during stressor exposure, age differences are predicted to be attenuated or disappear completely. The present study examined how younger (n = 85; Mage = 22.56 years) and older (n = 85; Mage = 71.05 years) adults reacted to and recovered from a cognitive stressor using repeated positive and negative emotion probes. Results showed that both age groups were negatively impacted by the stressor, and both reported an initial boost in recovery afterward. However, older adults continued to improve across the recovery period compared with younger adults. This work elucidates that older adults are significantly impacted by stress but exhibit a resounding recovery. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Gender Differences in Class-related Emotional Experiences: A Study of Mathematics Course

In education, students experience different emotions, which affect their academic performance, engagement, and achievement. In the classroom, these emotional experiences of students are called academic emotions (Lei & Cui, 2016). This paper holds two-fold aims: to inquire about class-related emotions; and to find gender differences in the emotional experiences of undergraduates of a math course. The theoretical framework was grounded in control value theory. The purpose of the study was achieved by adopting a positivist paradigm, and applying a quantitative research method. The achievement emotions questionnaire (2000) was adapted as a data collection tool for class-related emotions. The data were collected from 162 undergraduates. The descriptive analysis was run for comparing group means on SPSS v. 23. The findings reported more positive emotional experiences: pride and enjoyment, and less negative emotional experiences: anxiety, anger, hopelessness, shame, and boredom in learning math in students. Moreover, interesting differences were found in class-related emotions between males and females. Future researchers direct focus on assessing test-related, learning-related, and teacher-related emotions of students learning science courses, and uncover underlying factors of negative emotions and environmental inciters of emotions from an interpretivist's perspective.

Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions

Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining their daily experiences. To investigate the magnitude of within-person variation in goals, we distinguished between temporal variability and context specificity and tested their relevance for differences in emotional experiences when teaching. One-hundred-and-eight higher education teachers participated with 213 courses and 949 consecutive course sessions across an average of five weeks. Before each session, they reported their current achievement goals, and directly afterwards, the emotions they experienced throughout the respective session. We used multilevel analyses to investigate sources of variation in these constructs. Results indicated that between half and two thirds of the variability in goal pursuit could be attributed to a stable-general fraction (between-level: different teachers), and that goal pursuit also had substantial amounts of variable-general (different semester weeks of the teachers), stable-specific (different courses of the teachers), and variable-specific (remaining session variance) fractions. Variability in emotions could also be attributed to these four fractions to a substantial extent, with the stable-general fraction being lower than for the goals. Further, emotions were systematically related to achievement goals, with different effects being observable for the different levels. Taken together, these findings contribute to a better understanding of how to conceptualize and assess achievement goals for teaching and how they are intertwined with emotions.

Minimum spanning tree brain network topology reflects individual differences in the structure of affective experience

Subjective feelings of emotion differ in the extent to which some might focus on pleasure or displeasure and some might emphasize their arousal in the reports of emotional experience. In this paper, we examine whether functional brain connectivity is modulated by individual differences in the subjective feelings of emotion. We adopt the public available DEAP dataset and utilize the unsupervised clustering method to delineate reports of emotional valence and arousal profiles in the data. Results provide evidence of two subgroups: one group consistently rates high in arousal and low in valence regarding the emotional stimulus, whereas the other group rates high in valence and low in arousal. The two groups further differ in their minimum spanning tree characteristics derived from EEG signals. Specifically, people more emphasize valence experience recruit broadly distributed brain areas than those who focus on arousal. Together, these findings provide new insights to understand individual differences in emotional experience and suggest the distinct underlying neural processing mechanisms.

Artificial Intelligence Combined with Deep Learning in Film and Television Quality Education for the Youth

Today, with the rapid development of science and technology, the value of education is more and more valued by people, but the research and development of quality education in film and television are still relatively traditional. The objective is to explore the application and effect of the combination of artificial intelligence and deep learning algorithm in the quality education of youth film and television. In view of the current problems in the quality education of film and television, this work innovatively introduces the augmented reality (AR) technology, and applies artificial intelligence and AR technology to the quality education of film and television for young people. At the same time, a deep learning algorithm is introduced to build a youth film and television quality education system based on artificial intelligence combined with deep learning, and further empirical analysis of the system is carried out in the form of a questionnaire survey. The questionnaire survey shows that, from the perspective of various dimensions of learning attitude, the two groups of learners had significant differences in emotional experience and self-cognition ([Formula: see text]), and more than 90% of the teenagers thought the system resource interface was beautiful; from the perspective of the perceived usefulness of the system, 68.24% of the teenagers believe that the system is easy to operate and useful, and as many as 82.82% of the teenagers believe that the system improves their interest in learning about quality education courses in film and television. Therefore, it is found that the constructed system can improve the learning interest of young people in the quality education course of film and television and make their learning attitude more positive, providing experimental reference for the latter research in the field of youth education.

The Differences in Emotional Experiences of Pre-service Teachers and In-service Teachers in a Teaching Simulation for Classroom Management

이 연구의 목적은 수업 시뮬레이션에 대한 예비교사와 현직교사의 정서 반응의 차이점을 분석하기 위한 것이다. 이 연구를 통해서 수업 시뮬레이션에서 제공된 상황에 대한 예비교사와 현직교사의 정서반응의 차이를 확인하고, 어떤 요인에 의해서 이런 차이가 발생했는가를 분석했다. 이 연구의 결과를 통해서 예비교사를 위한 수업 시뮬레이션 개발을 위한 설계적인 제언을 제시하였다. 연구에 참여한 인원은 총 40명으로 예비교사 20명(여성=10명, 남성=10명)과 현직교사 20명(여성=10명, 남성=10명)이었다. 예비교사는 사범대학의 교직과정을 이수 중인 4학년 학생이었으며, 현직교사는 교직경력 5년~35년의 중등교사였다. 실험에 사용된 수업 시뮬레이션은 수업 중에 교사에게 반발하는 문제학생 대처를 위해서 개발된 것이었다. 사용자는 학생 아바타와 대화를 하면서 시뮬레이션을 사용했으며, 얼굴표정을 녹화한 다음에 표정인식 소프트웨어를 사용해서 정서 및 행동지표를 분석했다. 이 연구의 종속변수는 사용자의 정서반응으로 개입(engagement), 주의집중(attention), 정서가(valence)였다. 연구결과에 따르면, 현직교사의 개입과 긍정적 정서가 예비교사보다 유의미하게 높았다. 또한, 주의집중에서 성별 및 교사여부에 따라서 유의미한 상호작용이 나타났다. 여성 예비교사가 남성 예비교사보다 더 높은 주의집중을 보였지만, 현직교사에서는 남성의 주의집중이 여성보다 더 높은 것으로 나타났다. 이 연구는 수업 시뮬레이션에서 적절한 사용자 정서 경험을 제공하기 위해 교사의 전문성과 성별, 그리고 시나리오의 수준을 어떻게 고려해야 할지에 대한 시사점을 제공하였다.

Unsupervised classification reveals consistency and degeneracy in neural network patterns of emotion.

In the present study, we used an unsupervised classification algorithm to reveal both consistency and degeneracy in neural network connectivity during anger and anxiety. Degeneracy refers to the ability of different biological pathways to produce the same outcomes. Previous research is suggestive of degeneracy in emotion, but little research has explicitly examined whether degenerate functional connectivity patterns exist for emotion categories such as anger and anxiety. Twenty-four subjects underwent functional magnetic resonance imaging (fMRI) while listening to unpleasant music and self-generating experiences of anger and anxiety. A data-driven model building algorithm with unsupervised classification (subgrouping Group Iterative Multiple Model Estimation) identified patterns of connectivity among 11 intrinsic networks that were associated with anger vs anxiety. As predicted, degenerate functional connectivity patterns existed within these overarching consistent patterns. Degenerate patterns were not attributable to differences in emotional experience or other individual-level factors. These findings are consistent with the constructionist account that emotions emerge from flexible functional neuronal assemblies and that emotion categories such as anger and anxiety each describe populations of highly variable instances.

Психологическое содержание и динамика целей учебной деятельности студентов педагогического вуза

The paper presents materials of a comparative empirical study of the developmental features of learning activity goals in students of pedagogical university. The materials were obtained on a sample of 1—4-year students, future primary school teachers. The work was aimed at identifying the abovementioned features as well as their relationship with motivation and successful training. The sample (N=118) included respondents aged 17 to 22 (M=19.5; SD=1.24), 99% of whom were female: 1st-year students N=42 aged 18 to 19 (M=18.1; SD=0.41); 2nd-year students —N=24 aged 18 to 20 (M=19.3; SD=0.56), 3rd-year students N=27 aged 19 to 21 (M=20.1; SD=0.58); 4th-year students N=25 aged 20 to 22 (M=21.0; SD=0.61). Empirical methods were used to assess the significance and content of the goals of learning activity (Questionnaire “Learning activity goals”) and learning motivation (“Technique for assessing learning motivation and emotional attitude to learning” by A.M. Prikhozhan). Training success was evaluated basing on the indicators of academic performance in students. The results obtained reveal that over the course of training there is a gradual decrease in the significance of academic performance and an increase in the significance of self-development goals, diffuse goals. Comparative analysis of groups of students with varying degrees of training goals significance showed growing differences in emotional experience and anxiety in relation to educational outcomes. A moderate negative relationship was found between the significance of training outcomes and academic performance in students. This confirms the contradiction between the assessed academic performance and students’ notions about the content of their future pedagogical activity.

Age Differences in Emotion and Coping During the COVID-19 Pandemic

The COVID-19 pandemic unleashed a relentless stressor on the human species with numerous deadly risks. These risks have been disproportionately threatening to the health and wellbeing of older adults. Since April 2020, we have been studying how the pandemic has affected the emotional experiences of older and younger adults broadly in several studies. For instance, in one study, we found that older adults (N=176) experienced fewer negative emotions and coped with greater levels of agency than younger adults (N=181). In additional work, we have been examining how these age differences differ for older workers versus retirees as well as in minority populations. This work broadly supports and illuminates our recent theoretical framework that focuses on how evaluative appraisal processes underlie and contribute to age differences in emotional experience generally, but especially in the context of the stress experienced during a global pandemic.

Gender Differences in Fear and Risk Perception During the COVID-19 Pandemic.

The COVID-19 pandemic has led many people to suffer from emotional distress. Previous studies suggest that women process and express affective experiences, such as fear, with a greater intensity compared to men. We administered an online survey to a sample of participants in the United States that measures fear of COVID-19, perceptions about health and financial risks, and preventative measures taken. Despite the empirical fact that men are more likely to experience adverse health consequences from COVID-19, women report greater fear and more negative expectations about health-related consequences of COVID-19 than men. However, women are more optimistic than men regarding the financial consequences of the pandemic. Women also report more negative emotional experiences generally during the pandemic, particularly in situations where other people or the government take actions that make matters worse. Though women report taking more preventative measures than men in response to the pandemic, gender differences in behavior are reduced after controlling for fear. These results shed light on how differences in emotional experiences of the pandemic may inform policy interventions.

Intercultural differences in issue interpretation: Effects of emotions and framing

The interpretation of strategic issues as threats or opportunities influences strategic actions and firm performance. The extant research identifies cultural differences as an important driver of strategic issue interpretation. Specifically, research from a socio-cognitive perspective shows that differences in cognitive styles across cultures lead to differences in the interpretation of strategic issues by East Asian and Western managers. Based on cross-cultural research on emotions and decision-making, we argue that cultural affordances also lead to differences in emotional experiences and behavioral consequences across cultures which affect the strategic issue interpretation of managers from East Asian and Western cultures in different ways. We theorize that Chinese managers are similarly affected by fear and happiness in their strategic issue interpretation, while German managers are only affected by fear. For German managers, this effect is moderated by issue framing, which is not the case for Chinese managers. A vignette-based decision experiment involving 194 German and 174 Chinese executives offers support for our hypotheses. These findings have implications for cross-cultural research on strategic issue interpretation and for cross-cultural research on strategic decision-making in general.

Age-Related Differences in Experiences With Social Distancing at the Onset of the COVID-19 Pandemic: A Computational and Content Analytic Investigation of Natural Language From a Social Media Survey.

BackgroundAs COVID-19 poses different levels of threat to people of different ages, health communication regarding prevention measures such as social distancing and isolation may be strengthened by understanding the unique experiences of various age groups.ObjectiveThe aim of this study was to examine how people of different ages (1) experienced the impact of the COVID-19 pandemic and (2) their respective rates and reasons for compliance or noncompliance with social distancing and isolation health guidance.MethodsWe fielded a survey on social media early in the pandemic to examine the emotional impact of COVID-19 and individuals’ rates and reasons for noncompliance with public health guidance, using computational and content analytic methods of linguistic analysis.ResultsA total of 17,287 participants were surveyed. The majority (n=13,183, 76.3%) were from the United States. Younger (18-31 years), middle-aged (32-44 years and 45-64 years), and older (≥65 years) individuals significantly varied in how they described the impact of COVID-19 on their lives, including their emotional experience, self-focused attention, and topical concerns. Younger individuals were more emotionally negative and self-focused, while middle-aged people were other-focused and concerned with family. The oldest and most at-risk group was most concerned with health-related terms but were lower in anxiety (use of fewer anxiety-related terms) and higher in the use of emotionally positive terms than the other less at-risk age groups. While all groups discussed topics such as acquiring essential supplies, they differentially experienced the impact of school closures and limited social interactions. We also found relatively high rates of noncompliance with COVID-19 prevention measures, such as social distancing and self-isolation, with younger people being more likely to be noncompliant than older people (P<.001). Among the 43.1% (n=7456) of respondents who did not fully comply with health orders, people differed substantially in the reasons they gave for noncompliance. The most common reason for noncompliance was not being able to afford to miss work (n=4273, 57.3%). While work obligations proved challenging for participants across ages, younger people struggled more to find adequate space to self-isolate and manage their mental and physical health; middle-aged people had more concerns regarding childcare; and older people perceived themselves as being able to take sufficient precautions.ConclusionsAnalysis of natural language can provide insight into rapidly developing public health challenges like the COVID-19 pandemic, uncovering individual differences in emotional experiences and health-related behaviors. In this case, our analyses revealed significant differences between different age groups in feelings about and responses to public health orders aimed to mitigate the spread of COVID-19. To improve public compliance with health orders as the pandemic continues, health communication strategies could be made more effective by being tailored to these age-related differences.

Investigating the relationship between emotional granularity and cardiorespiratory physiological activity in daily life.

Emotional granularity describes the ability to create emotional experiences that are precise and context-specific. Despite growing evidence of a link between emotional granularity and mental health, the physiological correlates of granularity have been under-investigated. This study explored the relationship between granularity and cardiorespiratory physiological activity in everyday life, with particular reference to the role of respiratory sinus arrhythmia (RSA), an estimate of vagal influence on the heart often associated with positive mental and physical health outcomes. Participants completed a physiologically triggered experience-sampling protocol including ambulatory recording of electrocardiogram, impedance cardiogram, movement, and posture. At each prompt, participants generated emotion labels to describe their current experience. In an end-of-day survey, participants elaborated on each prompt by rating the intensity of their experience on a standard set of emotion adjectives. Consistent with our hypotheses, individuals with higher granularity exhibited a larger number of distinct patterns of physiological activity during seated rest, and more situationally precise patterns of activity during emotional events: granularity was positively correlated with the number of clusters of cardiorespiratory physiological activity discovered in seated rest data, as well as with the performance of classifiers trained on event-related changes in physiological activity. Granularity was also positively associated with RSA during seated rest periods, although this relationship did not reach significance in this sample. These findings are consistent with constructionist accounts of emotion that propose concepts as a key mechanism underlying individual differences in emotional experience, physiological regulation, and physical health.

Gender Differences in Fear and Risk Perception During the COVID-19 Pandemic

The COVID-19 pandemic has led many people to suffer from emotional distress. Previous studies suggest that women process and express affective experiences, such as fear, with a greater intensity compared to men. We administered an online survey to a sample of participants in the United States that measures fear of COVID-19, perceptions about health and financial risks, and preventative measures taken. Despite the empirical fact that men are more likely to experience adverse health consequences from COVID-19, women report greater fear and more negative expectations about health-related consequences of COVID-19 than men. In light of this, it is surprising that women held more favorable financial outlooks than men. Women also report more negative emotional experiences generally during the pandemic, particularly in situations where other people or the government take actions that make matters worse. Though women report taking more preventative measures than men in response to the pandemic, gender differences in behavior are reduced after controlling for fear. These results shed light on how differences in emotional experiences of the pandemic may inform policy interventions.

Age Differences in Discrete Emotional States During Risk Taking

Emotions often guide risk-taking. For example, anger tends to lead to increased risk-taking. However, older and younger adults differ in their emotional experiences: older adults tend to report more positive emotions, fewer experiences of anger, and relatively similar or increased experiences of sadness relative to younger adults. As such, differences in emotional experience may manifest in the integral emotional responses of older and younger adults as they take risks. The current work examined the discrete integral emotional responses of older and younger adults as they completed the Balloon Analogue Risk Task (BART). For the BART, participants completed 40 trials. Prior to each trial, participants reported how much anger, sadness, contentment, and excitement they felt. The results indicate that younger adults experienced more anger and less contentment than older adults in response to the BART. Importantly though, age differences also emerged in how discrete emotions predicted subsequent risk-taking.

Reactive, Agentic, Apathetic, or Challenged? Aging, Emotion, and Coping During the COVID-19 Pandemic.

Background and ObjectivesAdvanced age is generally associated with improved emotional well-being, but the coronavirus 2019 pandemic unleashed a global stressor that gravely threatened the physical well-being and ostensibly challenged the emotional well-being of older adults disproportionately. The current study investigated differences in emotional experiences and coping strategies between younger and older adults during the pandemic, and whether these differences were accounted for by age differences in appraisal of the pandemic.Research Design and MethodsWe asked younger (n = 181) and older (n = 176) adult participants to report their stress, appraisals of the pandemic, emotions, and the ways in which they were coping with the pandemic.ResultsResults indicated that older adults experienced less stress and less negative affect and used greater problem-focused coping and less avoidant coping in response to the pandemic than younger adults. Furthermore, age differences in affect and coping were partially accounted for by age differences in appraisals of the pandemic.Discussion and ImplicationsDespite their objectively higher risk of illness and death due to the pandemic, older adults experienced less negative affect and used more agentic coping strategies than younger adults.