Positive Emotions Research Articles

Leveraging Network Insights into Positive Emotions and Resilience for Better Life Satisfaction

Introduction/Objective Within a network analysis framework, this study explored the relationships between positive emotions, resilience, and life satisfaction. Positive emotions and resilience are critical to enhancing psychological well-being, but their complex interplay requires further investigation, particularly in a Greek adult population. Methods We conducted a cross-sectional study with 1,230 Greek adults (67.6% females, 32.4% males), using a network analysis to assess the relationships among positive emotions, resilience, and life satisfaction. Data were collected through the Scale of Positive and Negative Experience (SPANE-8), the Brief Resilience Scale (BRS), and the Satisfaction with Life Scale (SWLS). Network structures were constructed using the graphical LASSO technique for partial correlation analysis, and Bayesian networks were applied to generate Directed Acyclic Graphs (DAGs) to identify directional pathways. Centrality metrics were used to determine critical variables in the network. Results Happiness, pleasure, and contentment are examples of positive emotions that are central nodes in the network that are highly correlated with higher levels of life satisfaction. Resilience, primarily as a recovery mechanism from stress, showed weaker direct associations with life satisfaction. The DAG revealed that positive emotions significantly influenced life satisfaction, suggesting their pivotal role in improving well-being. Conclusion The findings underscore the importance of positive emotions in enhancing life satisfaction, suggesting that interventions targeting emotional well-being may be more effective than those focused solely on resilience. These insights offer a foundation for developing psychological interventions to improve life satisfaction.

Exploring the Interplay between Emotional Attitudes toward Diabetes, Eating Behavior, and Glycemic Control in Patients with Type 2 Diabetes Mellitus.

This study aimed to assess the association between emotional attitudes toward diabetes, eating behavior styles, and glycemic control in outpatients with type 2 diabetes. Observational study. Endocrinology Division of Hospital de Clínicas de Porto Alegre, Brazil. 91 outpatients diagnosed with type 2 diabetes. Baseline assessments included data on clinical parameters, lifestyle factors, laboratory results, eating behavior styles, and emotional attitudes. All patients received nutritional counseling following diabetes recommendations. A follow-up visit was scheduled approximately 90 days later to evaluate changes in weight, medication dosages, and glycated hemoglobin values. Patients were categorized based on their emotional attitude scores towards diabetes (positive or negative), and their characteristics were compared using appropriate statistical tests. At baseline, no differences were observed in the proportion of patients with good glycemic control, eating behavior styles, and emotional attitudes. However, patients with a positive attitude towards the disease exhibited a significantly better response in glycemic control compared to the reference group (OR=3.47; 95%CI=1.12-10.75), after adjusting for diabetes duration, sex, and medication effect score. However, when BMI was included in the model, the association did not reach statistical significance. Therefore, these results should be interpreted with caution. Patients with a positive attitude towards diabetes showed a greater reduction in glycated hemoglobin levels following nutritional counseling. However, baseline BMI could be a potential confounding factor.

Students With LD and Decision Making for After High School: Emotions and Basic Psychological Needs

Little is known about how grade 12 students with learning disabilities (LD) face the complex and emotional task of deciding what to do after high school. To expand on current research, we explored the experiences, emotions, and support of students with LD from the theoretical perspective of basic psychological needs (BPNs). We conducted a triangulation mixed-method study that included survey data and interviews. Participants were asked to identify their emotions, and if their BPNs of autonomy (e.g., feeling in control), competence (e.g., feeling capable), and relatedness (e.g., feeling connected to others) were satisfied or frustrated. Based on survey questions, participants indicated high satisfaction with their BPNs during decision-making and low levels of negative emotions. We used a deductive analysis to link participant interviews to BPNs and found greater satisfaction with these needs than frustration. Moreover, the mixed-method analysis integrating the results in a joint display uncovered that participants identified more positive emotions when their BPNs of autonomy and relatedness were satisfied, and more negative emotions when their BPNs of relatedness and competence were frustrated. We discuss the emotional experience of making decisions after high school. Limitations and future research directions are discussed.

Introduction to Adaptive Sports: An Intervention Protocol for Youth

Certified therapeutic recreation specialists (CTRS®s) within pediatric rehabilitation inpatient (PR-I) units use a variety of treatment modalities. One such modality is adaptive sports. Positive emotions that can be generated when participating in an adaptive sports activity include enjoyment and gratification. CTRSs are able to provide youth in the PR-I unit with a unique experience that teaches them about adaptive sports while introducing a potential new leisure pursuit. Thus, the Introduction to Adaptive Sports program was developed with the intent of documenting youths' knowledge related to adaptive sports following brief exposure, their enjoyment of ac-tivities associated with four different adaptive sports, and their interest in future participation. The youth involved in the piloting of this protocol were asked to complete a Knowledge and Future Participation Quiz as well as an Enjoyment Scale to measure their level of knowledge about each adaptive sport presented, how much they enjoyed participating in each ses-sion, and if they would be interested in future participation. The results showed that the youth demonstrated strong knowledge about each adaptive sport (average scores of 5.06 out of 6). The scores on the Enjoyment Scale indicated that youth on the PR-I unit enjoyed the adaptive sports sessions (average scores of 8.38 out of 10). Addition-ally, participant responses indicated 78.13% overall interest in future participation in the four presented adaptive sports. Though the preliminary results from the trial of this protocol are encouraging, recommendations for revision and future study by CTRS professionals on PR-I units are included.

Exploring Academic Emotions Using Design Thinking Applied to Elementary School Learning Stress Adaptation.

Students' learning stress adaptation is crucial. Research on design thinking in stress adaptation and academic emotions is still lacking. This study developed "Stress Relief Design" instructional activities using a mixed-method research design, including student academic emotion journals and a stress relief agreement survey for data collection. This study was approved by the Human Research Ethics Committee and conducted in accordance with ethical guidelines. Participants were 24 students, aged 10 to 12, recruited through open enrollment. The instructional activities were conducted in a holiday workshop format, consisting of fifteen sessions over 5 days, with three sessions per day. The results indicated that students predominantly experienced positive academic emotions (joy, pride, hope, and relaxation), with negative emotions (anxiety and boredom) being less common. Students reported that the course helped them relieve psychological stress. Therefore, design thinking is suitable for application in stress adaption courses and creates a learning environment that supports students' academic emotions, making it a critical learning focus for modern students. This study contributes to the academic research on the application of design thinking in elementary school health education and learning stress adaptation, as well as on academic emotions.

Estrogen predicts multimodal emotion recognition accuracy across the menstrual cycle.

Researchers have proposed that variation in sex hormones across the menstrual cycle modulate the ability to recognize emotions in others. Existing research suggests that accuracy is higher during the follicular phase and ovulation compared to the luteal phase, but findings are inconsistent. Using a repeated measures design with a sample of healthy naturally cycling women (N = 63), we investigated whether emotion recognition accuracy varied between the follicular and luteal phases, and whether accuracy related to levels of estrogen (estradiol) and progesterone. Two tasks assessed recognition of a range of positive and negative emotions via brief video recordings presented in visual, auditory, and multimodal blocks, and non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Multilevel models did not show differences in emotion recognition between cycle phases. However, coefficients for estrogen were significant for both emotion recognition tasks. Higher within-person levels of estrogen predicted lower accuracy, whereas higher between-person estrogen levels predicted greater accuracy. This suggests that in general having higher estrogen levels increases accuracy, but that higher-than-usual estrogen at a given time decreases it. Within-person estrogen further interacted with cycle phase for both tasks and showed a quadratic relationship with accuracy for the multimodal task. In particular, women with higher levels of estrogen were more accurate in the follicular phase and middle of the menstrual cycle. We propose that the differing role of within- and between-person hormone levels could explain some of the inconsistency in previous findings.

Enhancing patient-centered care: a randomized study on G-CSF administration preferences in chemotherapy-induced neutropenia.

Chemotherapy-induced neutropenia poses a significant risk to cancer patients, with pegfilgrastim being commonly used for its prevention. While pegfilgrastim can be administered via prefilled syringe or pen device, patient preferences and experiences with these delivery methods remain unclear. We conducted a prospective, open-label, randomized, observational trial (NCT05910164) at the Rafael Institute, France, comparing patient preferences for pegfilgrastim administration using a prefilled syringe versus a prefilled pen device. Patients undergoing chemotherapy and requiring pegfilgrastim were enrolled and randomized 1:1 to receive either syringe or pen first, with crossover administration. Questionnaires assessed patient preferences, learning experiences, autonomy, pain levels, emotional responses, satisfaction with nursing care, and empowerment. Among 150 randomized patients (mean age 58years; 69% female), both groups showed a preference for the pen device, with significantly higher mean scores favoring pen administration (4.94 ± 1.70 vs. 4.27 ± 1.84; p = 0.00106). Patients reported significantly lower perceived pain with pen administration and stronger positive emotions compared to syringe use. Satisfaction with nursing care was higher with syringe use. Empowerment levels were similar across groups but significantly stronger when using the pen in complete autonomy. A preference for pegfilgrastim administration via the pen device was observed, though this may have been influenced by the administration sequence and the absence of syringe self-administration. The insights gained can help inform clinical decision-making and improve patient-centered care in managing chemotherapy-induced neutropenia. NCT05910164 on June 15, 2023.

Examining Factors That Contribute to Poststroke Depression Within the Family Caregiver and Care Recipient Dyadic Experience

Purpose: Stroke survivors often experience biochemical changes in the brain. This decreases the ability to experience positive emotions. Stroke survivors contend with the loss of their former self and are often left with residual physical, cognitive, communicative, and psychological changes leading to a depressive state. With an increasing number of stroke survivors returning to the community, informal care provided by family members will continue to rise. Many of the challenges faced by stroke survivors with poststroke depression (PSD) and by family caregivers (FCGs) have a significant impact on the relationship itself. With the goal to obtain insight into potential contributing factors to poststroke depressive features in stroke survivors, this qualitative research study aimed to investigate the experiences, behaviors, and perceptions of participants with PSD living in the dyadic relationship between FCG and stroke survivors. Method: Six FCG–stroke survivor care recipient dyads served as the participants. All stroke survivor care recipients were diagnosed with or had signs and symptoms of depression poststroke. Semistructured interviews were conducted with stroke survivors within each dyadic relationship. All participants were within this dyadic relationship for at least 3 months. Results: Six themes emerged from the stroke survivors. The findings indicated that grieving of the former self, lack of self-efficacy, isolation, difficulty with communication, perceived stress of the FCG, and lack of depressive coping skills are factors that contribute to PSD. Conclusions: There were multiple factors experienced by stroke survivors within the dyad affecting their emotional state and leading to or exacerbating depressive symptoms. Additionally, stroke survivors have limited coping strategies for depressive symptoms. Stroke survivor informational counseling, training, and education may improve coping strategies and decrease symptoms of depression and therefore lead to strengthened rehabilitative outcomes. Supplemental Material: https://doi.org/10.23641/asha.27156381

Semantic fMRI neurofeedback of emotions: from basic principles to clinical applications.

During fMRI neurofeedback participants learn to self-regulate activity in relevant brain areas and networks based on ongoing feedback extracted from measured responses in those regions. This closed-loop approach has been successfully applied to reduce symptoms in mood disorders such as depression by showing participants a thermometer-like display indicating the strength of activity in emotion-related brain areas. The hitherto employed conventional neurofeedback is, however, 'blind' with respect to emotional content, i.e. patients instructed to engage in a specific positive emotion could drive the neurofeedback signal by engaging in a different (positive or negative) emotion. In this future perspective, we present a new form of neurofeedback that displays semantic information of emotions to the participant. Semantic information is extracted online using real-time representational similarity analysis of emotion-specific activity patterns. The extracted semantic information can be provided to participants in a two-dimensional semantic map depicting the current mental state as a point reflecting its distance to pre-measured emotional mental states (e.g. 'happy', 'content', 'sad', 'angry'). This new approach provides transparent feedback during self-regulation training, and it has the potential to enable more specific training effects for future therapeutic applications such as clinical interventions in mood disorders.This article is part of the theme issue 'Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation'.

When Disagreement Becomes Uncivil on Social Media: The Role of Passive Receiving and Active Expression of Incivility in Influencing Political Polarization

Exposure to cross-cutting viewpoints may not always play the deliberative role it is supposed to. This study uses both panel survey and social media data to examine how disagreement can trigger incivility, including exposure to and expression of incivility, and further elicit emotions and influence polarization. Results from the two-wave panel survey indicate that cross-cutting exposure has a polarizing effect first through promoting exposure to uncivil messages and expression of uncivil opinions, then through negative emotions. Notably, cross-cutting exposure can indirectly reduce polarization by first encouraging expression of uncivil opinions and then eliciting positive emotions, highlighting the importance of active expression. Analysis of data from the Hong Kong-based discussion forum HKDisc demonstrates that cross-cutting exposure is positively related to exposure to uncivil messages, and exposure to and expression of incivility predict polarization regardless of whether positive or negative emotions are detected in the uncivil content. This study provides empirical evidence of the effects of cross-cutting exposure and incivility on polarization at the individual and collective levels.

The Impact of Cool and Warm Color Tones in Classrooms on the Perceived Emotions of Elementary School Students in Northwest China

Although it has been shown that color can influence mental health and behavior, few studies have discussed the effects of cool and warm colors in classrooms on the perceived emotions of elementary school students. In this study, we investigated the emotional changes of elementary school students in Yinchuan City, Northwest China in classrooms with cool and warm color tones. By using the Positive and Negative Affect Scale for Children (PANAS-C), the emotions of 123 third- to sixth-grade students in classrooms with cool and warm color tones were measured. We found the following conclusions: (1) Overall, the emotional responses of the subjects in both the cool- and warm-colored classrooms showed a tendency for positive emotions to be higher than negative emotions. (2) There was no significant difference between the effects of cool and warm colors on the overall emotion of elementary school students, but there were significant differences in specific emotions; Compared to warm colors, cool colors had a more significant effect on increasing feelings of calm (β = −0.365, p = 0.041). Compared to cool colors, warm colors were more likely to cause participants to feel mad (β = 0.186, p = 0.099). (3) The effects of cool and warm colors on students’ emotions differed significantly by gender and grade level. Cool and warm color tones had a significantly greater positive impact on females. In contrast, cool and warm colors had a more pronounced effect on males’ negative emotions. In addition, we found that grade level was significantly negatively correlated with overall emotion (β = −0.696, p < 0.001), with lower grades perceiving emotion more positively than higher grades. These findings provide important insights into the spatial design of elementary school classrooms and provide valuable comparative data for studies in different regional and cultural contexts, further enriching the empirical support of color psychology theory.

Using Ambient Scent to Enhance Well-Being in Teaching Environment

Emotional state can influence the dynamics of the learning environment. Both educators and parents need to acknowledge the integral role that emotions have in learning. Emotions are the embodied response to a stimulus. Phylogenetically, olfactory stimulation has unique relation with emotion. Hence, it is important to take the ambient smells surrounding us into consideration to enhance our “ Well-being”, which is defined as the combination of feeling good and functioning well; by experiencing positive emotions such as happiness and contentment as well as the development of one’s potential. It has been proven that aromatherapy using specific ambient scents is a positive tool in learning process affecting cognitive skills from one side and psychological condition for everyone involved. Aromatherapy is practiced via inhalation or topical application as a natural way of healing a person’s mind, body and soul. The practice will be depended on specific essential oils proven to have multiple aspects of neural and mental development, emitted from an aromatherapy burner - in both schools and homes- and continuously burned throughout the teaching period. Inhaling essential oils will stimulate the olfactory system. As the molecules would reach the brain, they will affect limbic system, which is linked to emotions, memory and stress, reflecting on the well- being of all who are involved in the learning process, building sustain and positive emotions of appreciation for the world around them.

Sports and activity games as a means of increasing the motive activity of educators

At the current stage, the problem of insufficient movement mode of the participants of the educational process, which negatively affects their physical development and the state of mental processes, in particular: feeling, perception, thinking, memorization, attention, needs special attention. This fact reduces the success of studies to some extent. Therefore, it is necessary to look for ways to use such means of motor activity that would contribute to the improvement of the physical and psychological condition of students. The goal is to reveal the peculiarities of the use of mobile and sports games in the educational process of physical education in higher education institutions as a means of improving the motor activity of students. Research results. The expediency of using the sports and game method in the process of physical education of students, which provides sufficient physical activity and contributes to strengthening health, forms moral and willpower qualities of the individual, is revealed. A rich arsenal of sports games, including basketball, volleyball, mini-football, their nature, structure and intensity are highlighted. It is noted that with the help of sports games, students develop important physical qualities: strength, speed, dexterity, endurance, consolidate and improve various skills and abilities in walking, running, jumping. Attention is paid to the careful selection of mobile games, taking into account the physical fitness and interests of students, their capabilities, which will make it possible to diversify classes and form the necessary motor skills. Conclusions. The use of the sports and game method in physical education classes contributes to the comprehensive development of the student's personality, as it causes positive emotions, a sense of satisfaction, cheerfulness, activity, and has a positive effect on physical and mental development.

Winter Bathing in Denmark: A Qualitative Case Study on Winter Bathing's Impact on Mental Health.

Mental health disease constitutes 25% of the total burden of disease in Denmark. In the last few years, an increasing tendency for seeking the ocean has arisen, and winter bathing is one of the outdoor activities with a large rise in popularity. The purpose of this study was to explore if and how regular winter bathing in blue spaces can affect people's mental health. This study employed a qualitative design using fieldwork with semi-structured interviews with four members from three different winter bathing clubs. The empirical data were thematically analyzed followed by theoretical analysis. The results revealed five themes: Social Connectedness; Blue Nature as a Free Space; The Motivation Behind Winter Bathing; It is More Than an Ice-Cold Shock; and Finding Mental Peace in Winter Bathing. The results suggest that winter bathing in blue spaces contributed to improved mental health for the informants. In conclusion, regular winter bathing enhanced the participants' mental health. A relatively short time in the ice-cold water provided mental peace which transferred to the rest of daily life in general, which emphasizes the mental health-promoting potential of winter bathing. Positive emotions were cultivated through exposure to blue spaces, including inner calm and a sense of safety. Winter bathing also served as a space for social connectedness and community building, facilitated by the club environment in which meaningful social interactions occurred.

Шкала родительского стресса: адаптация на русскоязычной выборке матерей школьников

<p style="text-align: justify;"><strong>Objective. </strong>Adaptation of the Parental Stress Scale by J. Berry and V. Jones on a sample of mothers of Russian schoolchildren – first and fourth grade students of elementary schools in Nizhny Novgorod and the Nizhny Novgorod region. <br><strong>Background. </strong>Modern parenting research highlights the complex nature of parenting experiences, the diversity of parental practices, the changes associated with the child's upbringing and the dynamics of the family system, and the combination of both positive and negative emotions in parenting. However, there is a noticeable shortage of tools in the Russian-language literature to measure both parental satisfaction and parental stress. <br><strong>Study design. </strong>The study was conducted using an online survey within the “Longitudinal study of factors of school failure”, implemented in Nizhny Novgorod and the Nizhny Novgorod region. <strong>Participants. </strong>The study included a sample of 900 mothers of fourth grade and 1120 mothers of the first grade school students. <strong>Measurements.</strong> Exploratory and confirmatory factor analysis and McDonald's Omega coefficients were used for psychometric data analysis. The PERMA Profiler questionnaire and correlation analysis were used to assess validity based on convergent and discriminant evidence. The data was analyzed in the Jamovi 2022 and R programs. <br><strong>Results. </strong>Factor analyses of the internal structure suggest two factors, including 8 items each. The subscales “Parental stress” and “Parental satisfaction” demonstrate a high level of internal consistency. The assessment of validity based on the convergent and discriminant evidence confirms the reliability and validity of the instrument. <br><strong>Conclusions. </strong>The scale demonstrates good psychometric properties and can be used for parenting research, as well as in applied projects to improve parental competence and emotional support for parents.</p>

The Influence of Emotion and Cognition on Purchase Intention or Purchase Behavior

The expansion and innovation of society have led to a progressive improvement in people's standards of living in recent years. But the following competitive pressure influences consumers' emotions and makes them irrationally consume. By reviewing and analyzing several relevant studies, this paper explores how emotion and cognition affect consumers' purchasing behavior, and how brands create and use emotion and cognition to stimulate consumers' consumption. Through this analysis, it can be easier to understand and predict the consumer purchasing decisions. This paper holds that people can stimulate consumers' consumption by mobilizing their positive and negative emotions. Cognition changes people's original consumption behavior by influencing consumers' judgment on the nature of the product (affecting consumers' emotional response to the product). The findings of the present study contribute to an understanding of the influencing mechanisms of purchase intention. This provides a reference for individuals to better understand their consumption behaviour and for brands to develop more effective marketing strategies.

Older people in the world of esport: a qualitative study.

The inclusion of older players in the gaming world is growing rapidly, leading to the emergence of specific categories for them at major esport events. The aim of this study is to analyze the psychological issues faced by older people when engaging with the competitive context of esport. The study was conducted in 2021 within the French association Silver Geek, which offers digital workshops using Nintendo Wii consoles to older people living in retirement homes and organizes annual amateur competitions between teams of older adults. This qualitative study involved 16 participants (eight women, eight men) aged 63 to 97 years. Semi-structured interviews were used to explore the motivations, emotional well-being, and social impact of esport on older people. The results show that older people who participate in esport are motivated by the discovery and mastery of new game skills, as well as the pleasure of performance through social comparison. All experience a psychological well-being that translates into intense positive emotions. Moreover, the esport context, whether during the pre-competition workshops or the competitions themselves, proved to be a strong vector for positive social relationships, especially with the young e-sports coaches. However, this activity had little impact on existing family relationships. This study highlights the potential of esport as a recreational activity to promote mental health and social integration in older adults. The challenge for future research is to identify the levers that will enable this activity to become a true medium for intergenerational communication.

Verbal triggers of positive emotions as a tool for forming the emotional component of schoolchildren’s value attitude towards other people

Importance. Building students’ value-based attitudes towards other people is an important goal of the modern educational process. This kind of attitude includes three aspects (cognitive, emotional and behavioural). The research focuses on the development of the emotional aspect of the valuebased attitude towards other people. The author analyses how verbal means affect people’s emotions and how these means can be used to create positive emotions in the process of building the emotional aspect of the value-based attitude towards other people in schoolchildren.Research Methods. The study uses an analytical review of the scientific and methodological literature on pedagogy; lexical, morphological and stylistic analyses of verbal structures are used.Results and Discussion. Verbal triggers are designed by the author in order to evoke positive emotions in schoolchildren towards the people around them. The examples of exercises with verbal triggers of tenderness and admiration for extra-curricular classes, or course on emotional intelligence, or as part of academic lessons, are also designed by the author.Conclusion. The research results can be used in the process of organising complex work on the formation of the emotional component of the value attitude towards people, as well as for further theoretical research on the issues of emotional learning and moral education in general.

HED-Start: A Brief Positive Psychology Cluster-Randomized Controlled Trial to Improve Psychological Adjustment in Patients New on Hemodialysis.

Initiation onto hemodialysis marks a critical transition with intense psychosocial demands. Interventions using cognitive-behavioral therapy to improve distress have been variably effective but require trained staff and are typically delivered only to those who screen positive for clinically significant distress. Interventions guided by positive psychology are lacking. To investigate the effectiveness of a brief positive-skills RCT in improving psychological adjustment in new hemodialysis patients. Using a parallel (2:1) design, blinded cluster-randomized controlled trial (cRCT) design, incident patients (<6 months at NKF dialysis centers) undergoing hemodialysis were randomized to intervention or usual care (UC). HED-Start intervention comprised four group sessions delivered by healthcare staff on positive emotions, acceptance, and life-orientated goal setting. Measures were taken at baseline (pre-randomization) and at 12 weeks: distress/mood (HADS; SPANE); quality of life (KDQOL-SF, WHOQOL-BREF); benefit-finding (BFS, BIPQ); life-oriented skills (HEIQ, CD-RISC-2); self-efficacy (CD-SES). A total of 147 participants enrolled in the trial (response rate, 51.0%; retention [assessment], 90.5%). Study arms were comparable on all baseline and outcome variables except for age, diabetic nephropathy, and hypertensive nephrosclerosis which were subsequently controlled for. Repeated measures ANCOVAs (intention to treat) were used. HED-Start yielded significant reductions over time in depression, and increased quality of life, self-efficacy, benefit finding, and skills relative to UC (moderate effect sizes). Rates of clinically significant depression significantly decreased in HED-Start (p < .001) and increased in UC (p = .002). The significant positive effects of HED-Start, a low-intensity and cost intervention, on several adjustment indices, suggest that programs focusing on positive life skills can value add to existing renal care services.

Eye-tracking investigation of emotional feedback to southern Hebei courtyard gates

ABSTRACT The attention of residents has always been drawn to the courtyard gates of rural residential buildings, this is the basis for evaluating the first impression of the countryside by first-time visitors. Using eye-tracking technology, this study measures the pupil diameter, fixation duration, and fixation point of subjects as objective physiological data, Then combined with the results of the subjective satisfaction questionnaire for a comprehensive analysis. The findings showed that, When the subjects evaluated their satisfaction with the courtyard gates, the proportion and color of the modeling elements led to the subjects’ emotional changes, and the subjects focused mainly on the central axis and the connection of various structures with raised areas. In order to elicit positive emotions in the subjects, village gate designs should therefore adhere to the standard specification’s requirements as well as the following: the width of the gate should be 0.8 times the height, the height should be 5 times the width of the gateposts, and the color should match the material’s color. To meet the emotional needs of the visitors, the final design strategy of the proportion and color of rural courtyard gates in southern Hebei Province is proposed.