Emotional Appraisal Research Articles

The Neurophysiology of the Cerebellum in Emotion.

Neuroscientific investigation of the detailed neurophysiology of emotion processing is a rapidly progressing field, which has opened discussion on key findings regarding the timing characteristics of the neuronal networks involved. Study designs incorporating quantitative electroencephalography (EEG) and event-related potentials (ERP) have mapped neuronal representations at various stages of emotion processing, identifying early and late stages corresponding to cerebral activity in attention and in appraisal of emotion. Interestingly, in addition to confirming aspects of cerebral cortex involvement, these investigations have also implicated the cerebellum in emotion processing. This has led to research aimed at distinguishing the contributions of cerebellar and cerebral networks and how these may interrelate. With respect to underlying neurophysiological mechanisms, ERP studies confirm that the cerebellum is involved in both early and late stages of processing of salient emotion cues, and also in capturing emotions in facial expressions. Topological analyses indicate direct connections between the vermis, Crus I, and Crus II areas of the cerebellum and the cerebral area of lateral prefrontal cortex. This suggests a broad evolutionary development of large-scale cerebral networks in emotion. In this chapter, we highlight findings to date of neurophysiological activity related to cerebellar participation in emotion processing. The neurophysiological findings, which by inference represent underlying neural activity, emphasize an integrative role of the cerebellum in emotion.

Navigating Emotional and Structural Influences While Implementing the Teaching Personal and Social Responsibility Model: A Case Study

Utilizing elements of organizational socialization and teacher appraisals, emotions, and labor, the purpose of this study was to explore the ways in which one teacher navigated the process of incorporating the Teaching Personal and Social Responsibility model. A qualitative case study approach was applied with one teacher participant, Caroline. Caroline was using the model for the first time with children in first through third grade. Data collection included critical incident reports, semistructured interviews, informal interviews, and a practitioner journal. The two themes that were developed were: (a) model development and (b) emotional appraisals and labor. Caroline struggled with the model initially but improved with practice and the use of resources and advice. She faced setbacks due to philosophical differences and marginalization of her subject, and was able to address and process her emotions through the model.

A time-lagged study of predictors of paranoia and psychotic-like experiences in daily life across the schizotypy continuum.

Leading theoretical models of psychosis implicate a wide range of psychological factors in the development of positive symptoms. Ambulatory assessment allows us to repeatedly assess people's mental experiences within and across days to explore putative moment-to-moment prospective relationships that impact the onset and exacerbation of positive symptoms. This study used experience sampling methodology to examine the putative temporal associations of both risk and protective factors (negative emotional states, stress, self-esteem, and social appraisals) with the experience of paranoia and other positive psychotic-like experiences (PLE) in daily-life. A combined sample of 178 participants including 65 high-schizotypy, 74 at-risk mental states for psychosis, and 39 first-episode psychosis individuals was assessed repeatedly over seven consecutive days. Sadness, anxiety, stress, and negative social appraisals predicted higher levels of subsequent paranoia and PLE. In contrast, self-esteem and subjective appraisals of social support and social closeness predicted lower levels of paranoia and PLE. Most findings did not vary across subclinical, at-risk, and clinical levels of psychosis expression. Results support psychological models of psychosis and provide new evidence to disentangle psychological factors involved in the mechanistic pathways to positive symptoms. The findings can help the design of ecological momentary interventions delivered in real-time aimed at buffering psychological mechanisms that promote psychotic symptoms and strengthening causal mechanisms that protect from the development of positive symptoms. Finally, findings suggest that highly similar psychological mechanisms are implicated in the development of psychotic experiences across nonclinical, subclinical, and clinical expressions of schizotypy. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Relationship between Self-efficacy and Emotional Intelligence (EI) among Tour Guides

Self-efficacy is a key determinant of successful performance and plays a critical role in affecting an individual’s motivation and behavior. It refers to individuals’ levels of confidence in their ability to execute a course of action or achieve specific performance outcomes. Emotional intelligence (EI), or the intelligent use of emotions, is being recognized as a significant factor at work, and it can be enhanced through proper EI training interventions. Therefore, this study uses self-evaluation to achieve a better understanding of how EI relates to the self-efficacy among tour guides, who significantly influence tourists’ impressions of a destination. Structural equation modeling (SEM) is used to examine significant relationships between these factors. The results found all EI variables, including Self-Emotion Appraisal, Others’ Emotion Appraisal, Regulation of Emotion, and Use of Emotion, are positively associated with self-efficiency. The results have practical implications, as the abilities of EI are improved through the proper interventions which in turn allow an individual to become more confident in successfully completing tasks when faced with challenging situations, resulting in an increase in one’s positive mindset.

The awesome as well as the awful: Heightened sensory sensitivity predicts the presence and intensity of Autonomous Sensory Meridian Response (ASMR)

ASMR is a complex positive emotion experienced by some people in response to triggers including auditory, visual, interpersonal and tactile stimuli. We propose that the ability to experience ASMR and its resulting intensity might be underlined by individual differences in sensory sensitivity to exteroceptive and interoceptive cues. In a pre-registered study (N = 557), we examined whether sensory sensitivity measures (1) differentiated ASMR from non-ASMR responders and (2) predicted ASMR intensity. Results showed that people with (stronger) ASMR had greater interoceptive sensitivity (MAIA2) and bodily awareness (BPQ-BA) and were more likely to be classified as highly sensitive (HSPS). Results are discussed in relation to individual differences in environmental sensitivity, interoception, and emotional appraisal processes.

Light makeup decreases receivers\u2019 negative emotional experience

Makeup is widely used in modern society and has a positive effect on perceived attractiveness. However, little is known about the other possible outcomes of makeup use. In this study, we investigated whether makeup enhances a receiver’s emotional experience. Dynamic faces with or without makeup are presented in Experiments 1 and 2. Participants were asked to imagine themselves video chatting with a target person (expresser) with different expressions: neutral, angry, sad, or happy, and then to appraise their own subjective emotional experience. Emotional valence, arousal, and willingness to communicate were also assessed in Experiment 2. The results showed that makeup improved perceived facial attractiveness and increased the willingness to communicate. More importantly, it revealed that wearing makeup could weaken receivers’ negative experiences arising from the angry and sad conditions, which is not the case for the non-makeup condition, but could not affect the happy contagion. Furthermore, incremental changes in the amount of makeup were not accompanied by incremental changes in emotional appraisal (valence and arousal). Overall, we found that makeup may affect emotional contagion and interpersonal communication. Whether the alleviated negative experience due to makeup is adaptive may need further discussion.

DUKUNGAN KELUARGA PADA ANAK RETARDASI MENTAL: LITERATURE REVIEW

Mentally retarded children are those with below average intelligence since developmental years and have deficits in their social skills. This study used a literature review design. The inclusion criteria in this study were articles with the last 5 years of publication and full text was available. The samples in this study were children with mental retardation, deaf children, autistic children, and children with attention deficit hyperactivity disorder (ADHD). The data collection instruments used included a family support questionnaire, a self-concept questionnaire, a community support questionnaire, a quality of life questionnaire, a social skills questionnaire, and an observation sheet. The search was carried out using Googel Scholar, Ebscohost, Proquest and then obtained 10 articles that met the criteria. The article reviewed has four family supports namely: emotional support, appraisal, appreciation, and instrumental. The results of the literature review found that family support has a positive impact on children with mental retardation, such as helping to independent children in doing oral hygiene, helping children to increase energy intake, improving children's social skills, increasing self-care independence, and improving children's quality of life. Families, especially parents, are expected to be able to maximize the four family supports for children with mental retardation.

Women’s Cognitive and Emotional Appraisal of Sex Pictures: The Predictive Role of Age, Exposure Time, and Sexual Beliefs

This study researched how age predicts women’s cognitive and emotional appraisal of sex pictures. One hundred and fifty five women were exposed to romantic, sexually moderate and sexually explicit pictures. Women reported on the emotional valence, subjective sexual arousal, and level of sexual content attributed to the pictures; women’s sexual beliefs were further evaluated. Findings revealed that age predicted increased pleasantness to sexually moderate and explicit pictures, as well as higher subjective sexual arousal to all type of pictures. Some predictions were moderated by sexual beliefs and exposure time, pointing the role of contextual factors in women’s appraisal of erotica.

QOLP-24. COMBATING EMOTIONAL DISTRESS AND SOCIAL ISOLATION IN PEDIATRIC BRAIN TUMOR FAMILIES: A CASE STUDY OF A NATIONAL NONPROFIT’S IMPLEMENTATION OF A PEER INTERVENTION TO IMPROVE QUALITY OF LIFE

Abstract Interpersonal and emotional support issues present some of the deepest and most pervasive challenges for patients and families. In the Pediatric Brain Tumor Foundation’s 2018 Community Health Needs Assessment report (n=900), family survey respondents cited patient anxiety and depression as the greatest challenge patients face in nearly one in three cases, with isolation lagging not far behind. Beyond patients, interpersonal and emotional issues represent the dominant category of challenges for families as well. Many parents stated they felt guilty thinking about their problems, as the patient’s suffering far exceeded their own, and nearly half reported often neglecting their own well-being at considerable personal cost. To combat these interpersonal and emotional support issues, the Pediatric Brain Tumor Foundation launched a national intervention in 2020 titled the Peer to Peer Mentoring Program. The program matches patients or family members with trained mentor volunteers who have experience facing the challenges that come with a pediatric brain tumor diagnosis. The theoretical framework used to design the intervention is the Social Support theory. This theory is based on the work of House (1981) who defines social support as the functional content of relationships and categorizes four broad types of supportive behaviors: emotional support, instrumental support, informational support and appraisal support (Glanz, Rimer & Viswanath, 2008). The case study explores the technology platform employed to track matches; how matches are made; how mentors are recruited and trained; how mentees are recruited; and how mental health support is provided to mentors. Analysis of peer meeting logs elucidates key themes that emerge in peer encounters as well as key program challenges and how they are being overcome. This theoretical and practical presentation will define the interpersonal and emotional support issues families face, describe the peer intervention’s goals and objectives, and report on insights gained and outcomes achieved.

An Assessment of Dental Anxiety in Patients Before and After Scaling and Polishing Procedures

Abstract Introduction As of now, there are not many investigations about the improvement of dental apprehension and dental participation in various populations over time. This investigation includes an examination of emotional appraisals of levels of dental apprehension in patients selected at the AB Shetty Memorial Institute of Dental Sciences. The investigation also aimed to discover the causes of dental apprehension as well as the effect of sexuality on the distinguished dental apprehension. Materials and Methods The level of dental apprehension was assessed using questionnaires that included 15 questions before and after the scaling and polishing procedures for 78 patients. The typical features were drawn such as gender, age, and oral hygiene habits. The data analysis was analyzed using paired t-test or Wilcoxon signed rank test to assess pre- and postanxiety levels. Results A total of 78 responses were collected, resulting in a participation rate of 100%. Despite the fact that women had significantly higher overall dental apprehension levels compared with men, the discrepancy among the two genders was substantial and could be clarified. Conclusion Dental fear was common in females, especially among those with dental problems, and a larger degree of dental fear can contribute to periodontal disease.

Individual Differences in Emotional Appraisal during Development: Analysis of the Role of Age, Gender, and Appraisal Accuracy

ABSTRACT Emotional appraisal is the process by which different responses are generated from subjective assessments of different stimuli. Children and adults can react differently to the same stimulus. Emotional appraisal is crucial to define emotional processing and its consequent response rather than the properties of the stimulus itself. Age and gender modulate emotional appraisal during development. This study analyzed emotional appraisal in children aged 4 to 8-years-old. The children’s emotional appraisal responses and the appraisal accuracy to images with positive, negative, and neutral valence be compared between the different age groups, and according to the gender of the participants. About the appraisal accuracy, the comparisons indicated significant differences for positive and negative images according to the age of the participants, with no differences in the appraisal accuracy of neutral images. Differences in appraisal accuracy for negative images were observed between the 4-years-old group compared to the 7- and 8-years-old group, as well as in 5-years-old participants compared to 7-years-old. Significant differences were found for the positive and negative images between girls and boys, but no differences were found for neutral images. Girls had more appraisals accuracy for positive and negative images. This work highlights the importance of analyzing individual differences associated with emotional processing at different stages of development. This interrogates research findings in which emotional appraisal is carried out considering the valence assigned by adults and highlights the need for a methodological approach that includes individual differences in the appraisal of stimuli used during development.

Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology

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.

Dissociating the role of dACC and dlPFC for emotion appraisal and mood regulation using cathodal tDCS.

Several neuroimaging studies have shown that a distributed network of brain regions is involved in our ability to appraise the emotions we experience in daily life. In particular, scholars suggested that the dorsal anterior cingulate cortex (dACC) may play a role in the appraisal of emotional stimuli together with subcortical regions, especially when stimuli are negatively valenced, and the dorsolateral prefrontal cortex (dlPFC) may play a role in regulating emotions. However, proofs of the causal role of these regions are lacking. In the present study, we aim at testing this model by stimulating both the dACC and the left dlPFC via cathodal tDCS. Twenty-four participants were asked to attend and rate the arousal and valence of negative and neutral emotional stimuli (pictures and words) in three different experimental sessions: cathodal stimulation of dACC, left dlPFC, or sham. In addition to the experimental task, the baseline affective state was measured before and after the stimulation to further assess the effect of stimulation over the baseline affective state after the experimental session. Results showed that cathodal stimulation of dACC, but not the left dlPFC, was associated with reduced arousal ratings of emotional stimuli, both compared with the sham condition. Moreover, cathodal stimulation of left dlPFC decreased participant's positive affective state after the session. These findings suggest for the first time, a dissociation between the dACC and dlPFC, with the former more involved in emotion appraisal, and the latter more involved in mood modulation.

Emotional intelligence and work engagement: a serial mediation model

PurposeEmotional intelligence (EI) plays a vital role in work and non-work outcomes. Gaps exist in the role of contextual factor (i.e. perceived organisational support, POS) and personal resource (i.e. psychological capital, PsyCap) in investigating employees’ EI. This current research draws on the cognitive–motivational–reactional theory of emotions and conservation of resources theory in examining the serial explanatory pathways between EI and work engagement.Design/methodology/approachData were collected at three points of measurement from the public sector in Nigeria. The authors tested their serial mediation model with a sample of 528 public sector employees using PROCESS macro with a bias-corrected bootstrapping method.FindingsThe findings show that EI was positively related to work engagement. EI exerted an indirect effect on PsyCap via POS. The indirect effect of EI on work engagement was serially mediated by POS and PsyCap.Practical implicationsOrganisations need to pay attention to the level of support they provide to employees, given that employees differ in their emotional appraisal and regulations. The way employees perceive organisational support is vital to helping them stimulate their personal resources towards work goals. This study further accentuates the fact that emotionally intelligent employees tend to understand how to manage their emotions and that of others in a way that leads to a higher level of work engagement.Originality/valueThis paper addresses gaps in the literature on EI and regulations in the changing and challenging world of work. In so doing, this paper contributes to the literature by deepening our understanding of the complex relationship between EI, POS, PsyCap and work engagement. Theoretical and practical implications for employees’ emotional appraisal and regulations are discussed.

Patient reported factors influencing the decision-making process of men with localised prostate cancer when considering Active Surveillance-A systematic review and thematic synthesis.

Outcomes for men with localised prostate cancer managed with Active Surveillance (AS) are similar to outcomes for men who have received Active Treatment. This review explore men's perceptions of the factors that influence their decision-making process when considering AS. A systematic review of studies was conducted up to May 2021, including qualitative studies which explored the decision making of men with localised prostate cancer when considering AS. Evidence was analysed using thematic synthesis. Thirteen papers, including 426 men, met inclusion criteria and were analysed in the review. Approximately half of the men had chosen AS and half had chosen Active Treatment. The choice of AS was not a one-off decision but rather an ongoing behaviour. Four themes were identified and considered within a temporal model: pre-diagnosis representations of cancer and treatment; experience of testing and diagnosis; patient decision making; and emotional adjustment to AS. Key barriers and facilitators to men choosing AS were identified. In deciding whether or not to choose AS, men balanced a desire for quality of life against fear of cancer progression. Both cognitive representations and emotional arousal influence how men decided whether or not to opt for AS. Interventions tailored to elicit and address emotional appraisals of risk, and increase trust in AS protocols, may be of value in helping men to make decisions around treatment for localised prostate cancer.

Does Emotional Intelligence of Dental Undergraduates Influence Their Patient Satisfaction?

Objectives The research aimed to investigate if emotional intelligence (EI) scores of dental undergraduates influenced their patients' satisfaction with the treatment received. Methods A 33-item EI questionnaire was completed by 46 dental undergraduates in a cross-sectional study. Responses, measured on a five-point Likert scale, were summed to yield EI scores. Patients treated by the same undergraduates were invited to complete a patient satisfaction (PS) questionnaire. EI and PS scores were calculated and compared by undergraduates' gender and the patients' age and education status. The four EI factors (optimism/mood regulation, appraisal of emotions, utilization of emotions, and social skills of students) were correlated with PS using Spearman's correlation test with a significance level set at p < 0.05. Results EI scores did not differ significantly between male (N = 23) and female (N = 23) undergraduates (p=0.218). PS was not associated with patients' gender, but those educated to the secondary school level were more likely to be satisfied compared to those educated to the college/university level (p=0.022). Of the four EI factors, optimism/mood regulation was positively correlated with PS (p=0.049). Conclusion The results of the study suggest that the EI of the students can influence PS. Practical Implications. Interventions to enhance EI can be developed to improve the patient experience.

Cognitive and Emotional Appraisal of Motivational Interviewing Statements: An Event-Related Potential Study.

The counseling process involves attention, emotional perception, cognitive appraisal, and decision-making. This study aimed to investigate cognitive appraisal and the associated emotional processes when reading short therapists' statements of motivational interviewing (MI). Thirty participants with work injuries were classified into the pre-contemplation (PC, n = 15) or readiness stage of the change group (RD, n = 15). The participants viewed MI congruent (MI-C), MI incongruent (MI-INC), or control phrases during which their electroencephalograms were captured. The results indicated significant Group × Condition effects in the frontally oriented late positive complex (P600/LPC). The P600/LPC's amplitudes were more positive-going in the PC than in the RD group for the MI congruent statements. Within the PC group, the amplitudes of the N400 were significantly correlated (r = 0.607–0.649) with the participants' level of negative affect. Our findings suggest that the brief contents of MI statements alone can elicit late cognitive and emotional appraisal processes beyond semantic processing.

Television vs Social Media: Examining the Effects of Media Platforms on Audience’s Emotion and Sense of Social Solidarity during a Media Event

This study examines audience’s emotional and social experiences when consuming Donald Trump’s presidential inauguration through television and/or social media. A national survey (N = 420) was conducted immediately after the inauguration ceremony. Drawing on the theories of media events, emotional appraisal, and identity self-categorization, the study found that television was socially integrative while social media was socially disruptive. The media event’s relationship with the audience’s social and emotional experiences depended on both the audience’s identities and media affordances. The findings paint a nuanced picture of media events as a ritualistic genre in the fragmented media and social environment.

Training the Social-Emotional Skills of Youth School Students in Physical Education Classes.

This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (n = 49) and a control (n = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.

Evidence for the existence of emotion dispositions and the effects of appraisal bias.

The concept of emotion disposition is proposed as an important dimension of individual differences. It refers to a stable tendency to experience certain emotions more or less frequently or intensely for similar classes of situations or events in daily experience than the majority of other people. In contrast to classic "trait affect" traditions, the theoretical framework described here proposes a specific mechanism based on the notion of appraisal bias, that is, the evaluation of events or situations in biased, often unrealistic, fashion. The bias toward internal versus external causal attribution is a classic example. It is suggested that such biases can affect virtually all appraisal criteria (e.g., novelty/expectedness, (un)pleasantness, goal conduciveness/obstruction, causation, control, power, and norm compliance), creating a disposition to experience specific emotions more frequently. In some cases, this process may lead to the development of affective disorders. Two studies are herein reported: (a) administering an emotion disposition assessment instrument to several thousand adults in personnel assessment contexts (N = 3,012), demonstrating the existence and intensity of emotion dispositions and identifying potential individual difference correlates; and (b) using an updated version of the instrument in a representative survey panel study (N = 190), assessing both emotion dispositions and appraisal biases, allowing analysis of their relationships (in addition to examining the effect of correlates). The results confirm the viability of the underlying theoretical assumptions as well as of the scenario method used for the assessment and provide leads for further research, particularly in the areas of emotional competence and affective disorders. (PsycInfo Database Record (c) 2021 APA, all rights reserved).