Emotional Knowledge Research Articles

Patient-reported outcomes, and perceptions and knowledge about recurrence in women with hormone receptor-positive breast cancer.

Over half of hormone receptor-positive (HR+) breast cancer recurrences occur >5years from diagnosis, however, little is known about well-being or breast cancer risk perceptions and knowledge in long-term HR+ breast cancer survivors. From 1/2021 to 1/2022, we surveyed patients with a history of stage II/III, HR+ breast cancer, ≥5years from diagnosis, without recurrence about concerns and perceptions related to their diagnosis and recurrence risk, physical and emotional health, knowledge, and risk reduction. Logistic regression identified factors associated with overestimation of 5-10year distant recurrence risk. Among 166 women, median age at diagnosis was 51, 2.4% were Black and 1.2% Hispanic; 19.3% did not have a college degree. Median time from diagnosis was 10years (range: 5-23). Median PROMIS anxiety (53; range: 37-73), physical (51, range: 32-68), and mental (51, range: 25-68) scores were similar to population norms (score of 50). 40% of women estimated metastatic recurrence risk to be ≥20% 5-10years post-treatment; patients without a college degree were more likely to overestimate this risk (multivariable prevalence odds ratio: 3.69, 95% confidence interval: 1.49, 9.18). Only 17% correctly indicated HR+ breast cancer as having a higher risk of recurrence after 5years; over one-third inaccurately responded that alcohol in moderation decreases recurrence risk. While physical and emotional health were comparable to the general population, many survivors harbored inaccurate risk perceptions and knowledge. The association between lower educational attainment and risk overestimation underscores the importance of attention to literacy and numeracy when developing interventions to improve risk communication.

Predictors of Media Emotion Regulation and Its Consequences for Children’s Socioemotional Development

Media emotion regulation has been defined as parents’ use of media to regulate their children's emotions in early childhood. The purpose of this review is to investigate the predictors of media emotion regulation and its consequences on children's socioemotional development. As predictors of media emotion regulation, parental education level, parental media use, and the child’s temperament were examined. It was observed that parents with low levels of education and higher personal media use more frequently offer their children media emotion regulation than other parents. The relationships between children’s temperamental domains of negative affect and extraversion/surgency and media emotion regulation have been shown as positive, while the relationship between effortful control and media emotion regulation has been displayed as negative. As for the consequences of media emotion regulation on children's socioemotional development, children’s problematic media use, emotional knowledge, and empathy were examined. The relationship between media emotion regulation and problematic media use was displayed as positive; children who frequently experienced media emotion regulation had increased problematic media use. Also, it was shown that media emotion regulation has a negative role in children's emotional knowledge. As children's experience with media emotion regulation increased, their emotional knowledge decreased. Lastly, in the relationship between media emotion regulation and empathy, both positive and negative findings were observed and variables that may influence this relationship were discussed. This study contributes significantly to understanding the conditions under which children more frequently experience media emotion regulation and the role of this experience on children's socioemotional developmentAs the consequences of media emotion regulation on children’s socio-emotional development, children's problematic media use, emotional knowledge, and empathy have been explored. There is a positive relationship between media emotion regulation and problematic media use. As media emotion regulation increases, children's emotional knowledge decreases. Finally, in the relationship between media emotion regulation and empathy, both positive and negative outcomes have been found, suggesting that media content and how children perceive media emotion regulation may influence this relationship. This study offers a significant contribution by exploring the conditions under which children more frequently experience media emotion regulation and its role in children's socio-emotional development.

Determinants of pro-environmental behaviour: effects of socioeconomic, subjective, and psychological well-being factors from 37 countries

The investigation of the relationship between pro-environmental behaviour and the determinants of natural environment sustainability is increasing; however, the heterogeneous effects of these determinants remain unclear. Based on large-scale original cross-sectional data (100,804 observations) from 37 countries, this study investigated the average and heterogeneous effects of socioeconomic, demographic, subjective, and psychological well-being characteristics on individuals’ pro-environmental behaviour using quantile regression. The results confirmed that, on average, a positive association existed between subjective well-being, knowledge of environmental issues, educational attainment, life satisfaction, mental health, positive emotions, and pro-environmental behaviour engagement. Importantly, heterogeneous effects were confirmed in the majority of determinants, including knowledge of environmental issues, education, number of children, life satisfaction, income, negative and positive emotions, and mental health. Given the heterogeneous effect of the determinants, the results suggest that overall better characteristics, including knowledge level, educational attainment, well-being, and family structure, are associated with better pro-environmental behaviour engagement among individuals, contributing to creating an eco-surplus society.

Examining the association among adolescents' emotional clarity, emotion differentiation, and the regulation of negative and positive affect using a daily diary approach.

Emotional clarity and emotion differentiation (ED) are two core aspects of the application of emotional knowledge. During adolescence, novel emotional experiences result in temporary decreases of differentiation and clarity. These temporary difficulties might profoundly impact choices of regulatory strategies. And indeed, prior research has shown that lower emotional clarity and emotion differentiation are each associated with higher use of putatively maladaptive emotion regulation strategies in youth. The two constructs, however, are rarely examined together, and it remains unclear how they are associated in daily life, particularly in children and adolescents. In addition, previous studies have focused on the regulation of negative but not positive affect. To address these gaps, the present study used an intensive longitudinal design in youth. Between June 2021 and March 2022, 172 children and adolescents (M = 12.99 years) completed a 28-day diary (> 3,500 entries in total) reporting daily affect, emotional clarity, and the use of five emotion regulation strategies in response to negative and positive affect (i.e., rumination, dampening, behavioral avoidance, negative and positive suppression). As predicted, on both between- and within-person levels, higher emotional clarity was associated with decreased use of all maladaptive emotion regulation strategies after adjusting for mean affect intensity. Results for emotion differentiation were mostly nonsignificant. Only higher daily positive emotion differentiation was associated with decreased rumination. In sum, this innovative study explores multiple aspects of emotional knowledge usage and regulation during a critical developmental stage and emphasizes the role of emotional clarity in the regulation of negative and positive affect. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A cultural comparison of children’s emotion knowledge: Data from two cultures

Knowing about emotions is vital for children’s school adjustment, well-being, and future social relationships. Whereas experiencing emotions is a universal psychological process at the biological level, how emotions are categorized and communicated is shaped by culture. Most studies have investigated cultural differences in emotion (knowledge) in Western and Eastern cultures. To compare emotion knowledge within Western countries, N = 585 children from Germany and N = 100 children from Israel in the two age groups preschool (42–71 months) and primary school (72–89 months) were interviewed with the Adaptive Test of Emotion Knowledge for Three- to Nine-Year-Olds (ATEM 3-9). Generalized linear models (GLMs) indicate that children from Israel showed higher levels of emotion knowledge in the total score and in all seven components of emotion knowledge than their agemates from Germany. These results highlight the importance of differences in family structure and values within Western countries. It is important to determine the various factors and the socialization in the family and in educational institutions that influence emotion knowledge in Germany and Israel.

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

Decoding the ‘andolanjeevis’: foregrounding ‘reasoned emotion’ as a mobiliser in the Justice for Rohith Vemula movement

Civic protests around the globe have tried to highlight the increasing soft authoritarianism in democratic states. Under strict scrutiny, protestors have to devise a methodology that can help spread their message and yet not attract legal attention. Using a first-hand account, through activist-participatory observation, in the Justice for Rohith Vemula movement at the University of Hyderabad, India in 2016, this article develops the concept of ‘reasoned emotion’ to show how andolanjeevis tried to reach out to the non-protesting university community. The movement was aimed at seeking justice for the institutional discrimination meted out to Dalit-Bahujan students in Indian universities, and it started after the suicide of Rohith Vemula – an exceptionally bright, politically active Dalit doctoral researcher at the University of Hyderabad. By sharing factual legal documents to gain legitimacy and highlight the atrocities committed by the university administration in ‘socially boycotting’ five Dalit students, the andolanjeevis used binding reason to appeal to the emotional knowledge of the students. The performative aspect of the emotional appeal not only empowers protestors to mobilise empathy but also engenders an act of de-silencing suppressed narratives. This conceptualisation of the activism space foregrounds reason with emotion to build affective communities of support and solidarity.

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

Age-related changes in emotion recognition across childhood: A meta-analytic review.

Children's ability to accurately recognize the external emotional signals produced by those around them represents a milestone in their socioemotional development and is associated with a number of important psychosocial outcomes. A plethora of individual studies have examined when, and in which order, children acquire emotion knowledge over the course of their development. Yet, very few attempts have been made to summarize this body of work quantitatively. To address this, the present meta-analysis examined the age-related trajectories of emotion recognition across childhood and the extent to which typically developing children's recognition of external emotional cues (in the face, voice, and body) is influenced by a host of participant-, task-, and stimulus-related factors. We analyzed children's emotion recognition overall (independent of specific emotion categories) and for specific basic emotions. In total, k = 129 individual studies, investigating a total of N = 31,101 2-12-year-old children's emotion recognition abilities were included in our analyses. Children's recognition accuracy across all emotion categories was significantly above chance and improved with age in the same manner for all emotions. Emotion recognition accuracy was also moderated by region of study and task type. The order in which children became proficient at identifying specific emotions was consistent with previous qualitative reviews: Happiness was the easiest emotion to recognize, and disgust and fear were the most difficult to recognize across age. Task- and stimulus-related moderator variables also influenced specific emotion categories in different ways. We contextualize these results with regard to children's socioemotional development more broadly, and we discuss how our findings can be used to guide researchers and practitioners interested in children's social skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Sustainable fashion knowledge: nurturing individual responsibility through spiritual and emotional sustainable capacities in the fashion industry

Purpose This study aims to explore the role of sustainable fashion knowledge in shaping individual sustainable responsibility within the dynamic landscape of the fashion industry from a novel perspective, by exploring the intricate interplay between sustainable fashion knowledge, emotional and spiritual sustainable capacities. Design/methodology/approach A quantitative study was used, and a causal model with partial least squares structural equation modeling was developed. A total of 211 valid responses were obtained, and data were analysed to confirm the proposed hypotheses. Findings The findings confirm the positive impact of sustainable fashion knowledge on individual sustainable responsibility, mediated by both spiritual and emotional sustainable capacities. This study underscores the significance of individuals in influencing societal norms, prompting fashion companies to adopt sustainable practices. Research limitations/implications The proposed conceptual framework integrates insights from the emotional and spiritual knowledge dynamics. This study uncovers the pathways through which individuals contribute to a more sustainable society. Originality/value The study not only advances the understanding of sustainable fashion practices but also provides actionable insights for policymakers, businesses and individuals seeking to foster a culture of sustainability in the fashion ecosystem.

Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory

ABSTRACT Research Findings: Emotion knowledge is one facet of social and emotional learning (SEL) that emerges in early childhood. Various interventions and measures target preschoolers’ emotional skills to bolster these foundational competencies prior to formal schooling. One measure of emotion knowledge specifically with preschool children is the Affect Knowledge Test (AKT). Despite decades of use and adaptations for different modalities and populations of preschoolers, no study has previously examined the psychometric properties of independent items on the AKT. This study utilized Rasch procedures to analyze how items on the AKT function across a sample of 193 preschoolers (mean age = 49.7 months). Analyses revealed that a unidimensional Rasch model fit well to the item data. Age was a significant predictor of affect knowledge, with older children having increased affect knowledge scores. Results support previous findings of a ceiling effect for older children. Practice and Policy: Our study adds to the empirical understanding of the AKT and its use as a tool to measure emotion knowledge in young children. The children’s scores on the AKT had adequate reliability, supporting the use of AKT for low stakes research-based purposes.

Identifying personalized barriers for hypertension self-management from TASKS framework

ObjectiveEffective management of hypertension requires not only medical intervention but also significant patient self-management. The challenge, however, lies in the diversity of patients' personal barriers to managing their condition. The objective of this research is to identify and categorize personalized barriers to hypertension self-management using the TASKS framework (Task, Affect, Skills, Knowledge, Stress). This study aims to enhance patient-centered strategies by aligning support with each patient's specific needs, recognizing the diversity in their unique circumstances, beliefs, emotional states, knowledge levels, and access to resources. This research is based on observations from a single study focused on eight patients, which may have been a part of a larger project.ResultsThe analysis of transcripts from eight patients and the Global Hypertension Practice Guidelines revealed 69 personalized barriers. These barriers were distributed as follows: emotional barriers (49%), knowledge barriers (24%), logical barriers (17%), and resource barriers (10%). The findings highlight the significant impact of emotional and knowledge-related challenges on hypertension self-management, including difficulties in home blood pressure monitoring and the use of monitoring tools. This study emphasizes the need for tailored interventions to address these prevalent barriers and improve hypertension management outcomes.

"Vis-à-Vis Training" to Improve Emotional and Executive Competences in Very Preterm Children: A Pilot Study and Randomised Controlled Trial.

Premature birth can lead to socio-emotional, behavioural and executive problems that impact quality of life and school performance in the long term. The aim of this pilot study was to evaluate the feasibility and efficacy of a 12-week computerised training called Vis-à-vis to enhance these competencies in a cohort of very preterm (VPT) children aged 6 to 9. This pilot randomised controlled trial included 45 children born before 32 gestational weeks. Socio-emotional, behavioural and executive competencies were evaluated at three time points using computerised tasks, neuropsychological tests and questionnaires. Among the eligible VPT children, 20% (n = 45) accepted to be part of the study, and 40% (n = 18) dropped out. Finally, 60% (n = 27) of the enrolled participants completed the study. Results showed a significant improvement in emotion knowledge and recognition immediately after the completion of the training. Overall, our results indicate that the implementation of this type of computerised training is feasible, but the overall compliance is unsatisfactory given the high dropout rate. Nevertheless, the positive effect of the training on emotion recognition encourages further exploration of these kinds of interventions to prevent adverse consequences in children born too soon.

Identification of psychological stress from speech signal using deep learning algorithm

Psychological activities have various dimensions in which they correlate with their respective behavior generated by the human body. Understanding the relationship of psychological events with the help of external action units is one of the research subjects to explore various human behavior and their dependencies. Existing work applied various deep learning algorithms to outline the correlation between psychological activities with human emotions. The study of psychological analysis in the medical field is very time-consuming and costly. It requires constant monitoring of the patient for a period of time and various interrogation sessions to finalize the emotional severity of an individual. Few skilled specialists and the lack of medical knowledge of human emotions drive the need for computer vision approaches to emphasize emotion recognition, particularly in disorders. The proposed study specifically assesses the use of speech signals to identify psychological disorders in terms of stress characteristics and uses a deep learning model that incorporates feed-forward networks and long short-term memory (LSTM) to identify the degree of psychological disease. The study made use of a standard speech dataset that was gathered from a variety of patients using a standard questionnaire format. The survey was conducted throughout a few Indian states. Speech samples were taken from patients whose cortisol levels were higher than 10 %. To assess the relationship between speech and psychological activity, speech signals from each patient have been gathered. The spectrogram of the speech signal's Mel filter bank coefficients has been analyzed, and the characteristics that cause stress and those that don't have it have been further divided into categories. The suggested model classifies stress and non-stress features in 150 voice dataset subjects with an average accuracy of 98 %. The model is found to be robust for various applications such as preventing suicidal cases, improving decision-making in the diagnosis of depression patients, improves the overall mental healthcare system.

Reporting on Europe’s Migration ‘Crisis’ for BBC Radio 4: Journalists and the Geopolitics of Storytelling

ABSTRACT This paper contributes to critical and popular geopolitics by exploring the production of BBC Radio 4’s reportage on Europe’s migration ‘crisis’. It draws on original interviews conducted with journalists, producers, editors, and senior commissioners at the BBC to uncover the thought-processes and practices that lie behind its diverse coverage. The paper identifies the professional codes that govern BBC journalists and documents the strategies of storytelling journalists employ to try and secure listener engagement and spark their geographical imaginations. It highlights the power and agency of journalists to construct geopolitical scripts on migration, but also points to creative room for journalists to inflect broadcasts with personal styles of witnessing and reporting. The journalists interviewed emerge as thoughtful and self-reflexive geopolitical ‘agents’ who are aware of their representational power and recognise the tension between objective and impartial BBC reportage and critical issues of emotion, positionality, and situated knowledge. Overall, the paper answers calls for more ‘peopled’ accounts of geopolitics and highlights the importance of investigating the production and practice of journalistic storytelling.

Emotion Talk in Early Childhood: A Systematic Literature Review

Emotion talk is a research-based strategy aimed at improving young children’s social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher’s emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children’s social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement.

Effectiveness of Fun FRIENDS on social emotional functioning of Pakistani school children

School-based intervention programs are important for children from low- and middle-income countries where prior research suggests they are at greater risk for poor social-emotional functioning (SEF). The present study examined the effectiveness of an Urdu (Pakistani language) version of the Fun FRIENDS program in enhancing the SEF of school children from Islamabad, Pakistan. A randomized controlled trial was conducted with 426 children (4 to 8 years) from public schools. The findings of the study demonstrated a significant positive effect of the intervention on child-reported social-emotional development. Whereas emotional knowledge and recognition and teacher-reported externalizing problems were not significant. These results provide preliminary evidence that Fun FRIENDS may be effective in promoting one aspect of the SEF of school children in Pakistan. However, larger-scale studies with public and private school student populations are necessary to understand better these largely null results and how to best optimize school-based programs within Pakistani culture.

Improving communication and promoting social inclusion for hearing-impaired users: Usability evaluation and design recommendations for assistive mobile applications.

This study examines the usability of communication-assistive applications for hearing-impaired users, with a focus on enhancing user experience and promoting social inclusion. Although such applications have been developed and evaluated previously, interface designs that consider the intimacy needs of hearing-impaired users remain under-explored. We performed a comprehensive usability evaluation employing a mixed-method approach, which involved hearing-impaired individuals as well as field experts. The findings revealed areas for improvement in the design, validated the feasibility of implementing these applications, and emphasized the importance of incorporating the unique needs and preferences of hearing-impaired users. Furthermore, this paper discusses the importance of introducing guidelines and evaluation scales for the "Design for Emotion and Life Knowledge" levels to facilitate smooth and effective human-computer interactions. Such measures will promote the development of intelligent assistive technologies that reflect the qualitative needs of people with disabilities and contribute to social rights for hearing-impaired users. With the growing demands of artificial-intelligence-powered assistive technologies, the inclusion of individuals with disabilities in the design and research process is anticipated to increase. In future, studies should be conducted to blend the culturally shared experiences and emotional bonds expressed by users (having mild-to-severe hearing impairment) with the design and development process of assistive devices or services.

Enhancing Place Emotion Analysis with Multi-View Emotion Recognition from Geo-Tagged Photos: A Global Tourist Attraction Perspective

User−generated geo−tagged photos (UGPs) have emerged as a valuable tool for analyzing large−scale tourist place emotions with unprecedented detail. This process involves extracting and analyzing human emotions associated with specific locations. However, previous studies have been limited to analyzing individual faces in the UGPs. This approach falls short of representing the contextual scene characteristics, such as environmental elements and overall scene context, which may contain implicit emotional knowledge. To address this issue, we propose an innovative computational framework for global tourist place emotion analysis leveraging UGPs. Specifically, we first introduce a Multi−view Graph Fusion Network (M−GFN) to effectively recognize multi−view emotions from UGPs, considering crowd emotions and scene implicit sentiment. After that, we designed an attraction−specific emotion index (AEI) to quantitatively measure place emotions based on the identified multi−view emotions at various tourist attractions with place types. Complementing the AEI, we employ the emotion intensity index (EII) and Pearson correlation coefficient (PCC) to deepen the exploration of the association between attraction types and place emotions. The synergy of AEI, EII, and PCC allows comprehensive attraction−specific place emotion extraction, enhancing the overall quality of tourist place emotion analysis. Extensive experiments demonstrate that our framework enhances existing place emotion analysis methods, and the M−GFN outperforms state−of−the−art emotion recognition methods. Our framework can be adapted for various geo−emotion analysis tasks, like recognizing and regulating workplace emotions, underscoring the intrinsic link between emotions and geographic contexts.

Knowledge and Attitudes Regarding Geriatric Depression: A Descriptive Study Among Adult Saudi Citizens.

Depression is a leading cause of disability and contributes significantly to the overall burden of any disease. In Saudi Arabia, the geriatric population over 65 is continuing to expand and will contribute to a significant portion of the Saudi community. As the population of the elderly continues to grow as a result of longer lifespans, there will be an increase in the number of individuals in this population suffering from undiagnosed geriatric depression. This study aims to assess the general population's attitude and knowledge about the symptoms, signs, and complications of geriatric depressiontoimprove the quality of life of the elderly. This is a cross-sectional study, using a convenience sample of 2,320 participants, between March to September 2022. However, due to age, nationality, and incomplete responses that did not meet our inclusion criteria, 629 participants were excluded, and the sample size narrowed to 1,691. A structured questionnaire was designed to collect data based on a comprehensive literature review. An online survey was distributed to Saudi citizens. The participants were between 18 and 50, both women and men and only Saudi nationals were included. This age group was selected as a convenient, purposeful sample, assuming that this portion of the population will be able to be enrolled in an electronic survey in addition to their direct contact with elderlies as possible caregivers. All analyses were performed using IBM SPSS Statistics software for Windows, version 26.0 (IBM Corp., Armonk, NY). The data were analyzed using a nonparametric test because they were not normally distributed. The study comprised 1,691 participants from diverse regions of Saudi Arabia, with a significant gender disparity observed, including 1,249 females (73.9%) and 442 males (26.1%). The majority of our participants were between 18-29 years, accounting for 55.2% of the sample. Descriptive statistics revealed prevalent beliefs among participants regarding geriatric depression. Notably, 35.1% strongly agreed and 19.3% agreed that depression affects individuals of particular ages, while a significant portion (47.1%) disagreed with the statement that depression in the elderly is a health problem. Additionally, 33.9% disagreed that geriatric depression can lead to suicide, and 33.8% believed it can be prevented. Analysis of actions and behaviors highlighted avoidance tendencies, with only 1.5% of the population strongly agreeing to treat a family member with geriatric depression and a majority (63.7%) avoiding interaction due to fear of harm, including 29.5% who strongly agreed and 34.2% who agreed. Gender differences were evident in emotional responses and knowledge levels, with females exhibiting higher emotional responses (mean score 15.63±2.92) and males displaying greater knowledge (mean score 14.90±3.36). In this study, we investigated the knowledge and attitudes of Saudis toward depression in the elderly. Findings revealed an inadequate understanding of geriatric depression, with many not recognizing it as a health condition and underestimating its severity. Negative emotions and behaviors, such as shame and reluctance to provide support, were prevalent. Gender, education level, and region influenced attitudes and knowledge. These results underscore the need for targeted interventions to raise awareness and challenge the stigma surrounding geriatric depression in Saudi Arabia.