Emotional Components Research Articles

Delivering compassionate NHS healthcare: A qualitative study exploring the ethical implications of resetting NHS maternity and paediatric services following the acute phase of the COVID-19 pandemic

A distinction can be drawn between healthcare, where compassion is evident, and the functional delivery of health services. Measures to curb the spread of COVID-19, such as personal protective equipment, telehealth, and visiting restrictions created barriers to service delivery and put pressure on healthcare. Through 37 qualitative interviews with NHS senior managers (n = 11), health professionals (n = 26), and 5 focus group discussions with members of the public (n = 26), we explored experiences of the everyday ethical tensions created as services were being re-established following the acute phase of the COVID-19 pandemic in England. Our analysis enriches an understanding of compassionate care as outlined in NHS operational documents - covering the emotional, moral, and relational components of healthcare beyond the functionalities of treatment. From this analysis, we consider the normative standards underpinning NHS healthcare, concluding that, wherever possible, offering compassionate healthcare to patients and their families should be facilitated, and health professionals should themselves be compassionately supported in the workplace. Our findings foreground the need to consider the consequences of the short-term adoption of a functional treatment approach, including strategies that support health professionals and inform the public, to avoid the long-term damage caused by the fracturing of compassionate healthcare.

Is wine an emotional object? Measurements of the subjective and automatic components of emotions in a wine-tasting situation

Wine is often described with emotional terms, such as surprising, disappointing, or pleasant. However, very little has been done to understand the role of emotions in wine tasting and characterise this link between emotions and wine. Many studies have looked at the extrinsic factors that can improve the emotional experience of tasters when discovering a wine, but few have been carried out on the emotional impact of the organoleptic characteristics of wines. The present study aims to determine if the automatic component of emotion has a measurable output (motor and physiological) when tasting wine. If so, does wine tasting induce a concomitant activation of the different components of emotion, such as subjective feelings or physiological and motor responses?Sixty-five connoisseurs tasted seven different red Bordeaux wines with different sensory properties and quality levels pre-defined by wine experts. Emotions were measured using subjective (subjective feelings measurement using self-declarative questionnaires) and automatic (physiological measurements such as skin conductance and heart rate, or motor measurements through facial expressions) methods. The results showed that there was a measurable physiological and motor emotional output in wine tasting. The results also highlighted that changes in the autonomic nervous system in a wine-tasting situation are structured around the dimensions of pleasantness and arousal. Motor measurements taken through facial expressions showed a marginally significant difference between wines providing pleasant and unpleasant emotions for the activation intensity of action units. The relationships established between these components, as well as their concomitant activation, allow us to define wine as an emotional object.

Impact of governmental social media campaigns on citizens’ attitudes towards Kuwait’s vision 2035

Purpose This study aims to examine the attitudes of the Kuwaiti public towards governmental campaigns on social media (GCSM) regarding the country’s Vision 2035. Specifically, it investigates the effect of GCSM on three attitudinal dimensions (i.e. cognitive, emotional and behavioural). Design/methodology/approach This study is designed using random sampling. Responses from 630 social media users were obtained using a survey questionnaire (Appendix). The results of data analysis indicate that GCSM had a positive impact on the attitudes of participants towards Vision 2035. Findings Based on the findings, recommendations are outlined to increase the efficiency of GCSM. This study is unique because no other study has examined the attitudes of Kuwaiti citizens towards GCSM or investigated the effects of these campaigns on citizens’ attitudes in terms of cognitive, emotional and behavioural components. The results can assist decision makers in identifying the effectiveness of such campaigns and taking measures accordingly. Originality/value This research provides a new evaluation of the role of virtual campaigns in Kuwait. It highlights the crucial and increasing role of virtual campaigns on citizens’ attitudes Towards Kuwait’s Vision 2035, and it found that virtual campaigns should be used as an addendum to conventional political campaigns in Kuwait.

"O" no: a Reddit analysis of orgasmic dysfunction.

Female Reddit users frequently discussed potential causes of orgasm difficulties and its implications on mental health and relationships. This study aimed to evaluate the experiences of women discussing orgasms on the Internet site Reddit. We sought to qualitatively analyze the topics that arose in users' discussions to better understand the potential causes of orgasm difficulties and its implications on quality of life. Posts on the subreddit r/TwoXChromosomes containing the keywords "orgasm" and "climax" were included in the dataset. Posts and their associated comments were qualitatively analyzed using the grounded theory approach. Two independent researchers coded each thread to identify dominant themes and emergent concepts. The most frequently coded primary topics included: (1) orgasm (32.2% [n = 337]), (2) psychological (17.8% [n = 186]), (3) relationships (15.4% [n = 161]), and (4) treatment (10.7% [n = 112]). Qualitative analysis of 107 threads and approximately 6300 comments resulted in 5 major categories: psychological aspect of orgasms, difficulty orgasming with partners, partners' responses to orgasmic dysfunction, types of orgasms, and treatments for orgasmic dysfunction. Preliminary themes included (1) the presence of an emotional component or history of trauma related to orgasmic difficulty, (2) difficulty orgasming with a partner regardless of ability to orgasm during masturbation and a variety of stimulation required to orgasm, (3) mixed partner responses to orgasmic dysfunction, (4) the definition of a normal orgasm, and (5) self-motivated treatment for orgasmic dysfunction, including clitoral stimulation devices and masturbation techniques. Notably, few posters discussed their orgasmic dysfunction with healthcare providers. The study reveals insights into the possible causes, psychosocial implications, and treatment of orgasm difficulties from a patient perspective, and can guide future research on female orgasms in a more precise, patient-oriented direction. The anonymous nature of the forum allowed for insight into sensitive topics related to female orgasms and sexual trauma. Limitations include the demographic distribution of Reddit users, which was primarily younger women in their 20s and 30s, which restricts generalizability. Reddit provides a medium for individuals with orgasm difficulties to discuss their experiences. Posts addressed users' inability to orgasm, their mental health and relationships, the stimulation required for orgasm, and treatments for orgasmic dysfunction. Interestingly, very few posts discussed healthcare, potentially suggesting that women do not classify their orgasmic dysfunction as a health issue.

Education of moral culture as a guide for the professional formation of the future teacher

The article substantiates the relevance of the problem of educating the moral culture of the future teacher of the New Ukrainian School. The need to educate such a phenomenon as «moral culture” as one of the main directions of professional formation of the future specialist is revealed. It has been proven that the priority task of higher education institutions is the formation of the personality of the future teacher, who performs moral actions, does not succumb to negative social influences, has a stable personal position, strives for moral self-expression and self-control, etc. Emphasis is placed on the fact that education of moral culture, through substantiation of its integral system (purpose, tasks, specific principles, optimal forms, methods of formation) will contribute to the professional development of the future teacher.
 The author emphasizes that the process of raising the moral culture of the future teacher takes place through his active involvement in the awareness of universal human norms and values, understanding of the moral guidelines of the profession, inclusion in those conditions that will allow the future teacher to reveal his own potential, reveal moral feelings, and perform moral actions at the stage of professional development while studying at a higher education institution.
 Moral culture is defined as a set of moral norms, habits, views, beliefs, norms of behavior, which is oriented towards training and education of the personality, its self-improvement. This is a set of norms that reveal the future teacher's attitude to himself and to other participants in the educational process (students, fellow teachers, parents, school administration, etc.). It was established that the basis of the moral culture of the future teacher is love for children. The author attributes the following to the main signs of the moral culture of the future teacher: cognitive, emotional, value and activity components.
 It was found that the moral culture education of the future teacher is a process of education of the personality of the teacher, who: shows a desire to work on himself, improving his own moral values; strives to actively interact with students and nurture these qualities in them; is able to make moral choices, make moral decisions and be responsible for them.

The content of the motivational-evaluative component of the value attitude of cadets towards a person as a subject of pedagogical reflection

The article indicates the relevance of the problem of forming the value attitude of cadets of the law school of the Federal Penitentiary Service of Russia towards a person as a personal education that has a structure that includes cognitive, motivational-evaluative, emotional and activity components. The content of the motivational-evaluative component of the value attitude of a law school cadet of the Federal Penitentiary Service of Russia towards a person is substantiated as a set of values that take the form of motives for the implementation of the cadet’s value attitude towards a person and serve as criteria for assessing such an attitude. It is argued that the grounds for choosing values that form the content of the motivational-evaluative component of the cadet’s value attitude towards a person are, firstly, the orientation of the value towards another person; secondly, the requirements for an employee of the penal system, reflected in the Code of Ethics and Official Conduct of employees and federal civil servants of the penal system. The values that form the content of the motivational-evaluative component of the value attitude of cadets towards a person are identified: «goodness», «trust», «duty», «dignity», «mercy», «responsibility», «conscience», «justice», «benefit», «tolerance», «respect for another person», «honor». The characterization of these values is carried out in the context of the official activity of a penitentiary system employee, for the implementation of which cadets are being trained at the law school of the Federal Penitentiary Service of Russia.

FACTORS OF SOCIO-PSYCHOLOGICAL ADAPTATION AND ANXIETY OF REFUGEES DURING THE WAR

The article provides a theoretical analysis of the problem of anxiety, the tendency of a person to experience anxiety, which is connected with the premonition of real or imagined danger. The purpose of the article is to review and analyse the factors of socio-psychological adaptation and anxiety of refugees in terms of war, as well as psychological techniques to develop in them a new attitude to stress reactions as a resource that can strengthen immunity to traumatization. The study used the methods of terminological, substantive and statistical analysis in determining the content and essence of anxiety as a state and process of experiencing, as well as modelling and projecting methods to find factors of social and psychological adaptation and reducing the level of anxiety of refugees during the war. It has been emphasized that anxiety is an individual psychological feature reflecting an increased tendency to feel alarm in various life situations, in particular those that do not objectively foresee this. Common and distinctive features between anxiety and alarm have been identified. In the structure of anxiety, cognitive, emotional and operational components have been found and described, among which the dominant position is occupied by an emotional response to an unfavourable life situation. It has been shown that anxiety is divided into two main categories: covert and overt. It has been pointed out that there is a connection between the state of alarm and the strength of the individual’s nervous system. Assumptions are expressed regarding the inverse correlation of the strength and sensitivity of the subject’s nervous system. The analysis of scientific research has shown that anxiety enables an individual to respond to a threatening situation adaptively. Anxiety also changes the nature of the behaviour, leads to increased behavioural activity, encourages more intense and purposeful efforts, and thereby performs an adaptive function. It has been emphasized that if the anxiety is intense and long-lasting, it prevents the formation of adaptive behaviour and leads to violations of behavioural integration, and sometimes to clinically expressed disorders of the psyche and behaviour. Peculiarities of the person’s psychological states in terms of war events have been analysed. It is argued that the most important self-preservation strategy is to change the subject’s attitude to war traumatization. A person should know that it is not at all necessary to become a victim of life’s trials, that not every stress causes post-traumatic disorders, and that stress energy can be transformed and used effectively. It has been established that a new attitude to stress reactions as a resource strengthens immunity to trauma and promotes post-traumatic growth. It has been noted that adaptation and the ability to adapt is a prerequisite for the future active and productive activity of an individual in any sphere of life. When a person feels free and comfortable (adapted), they perform both their social and professional roles well, which is very important in the process of social interaction both during education and in later life. Adaptation is divided into external and internal, and such types of adaptation are distinguished as pedagogical, professional, social, biological, and psychological ones. Factors have been clarified, and external and internal criteria of psychological and pedagogical adaptation have been distinguished. At the same time, it has been concluded that socio-psychological adaptation to the conditions of a military conflict occurs as an adaptation to a socially tense, constantly changing environment. Therefore, it is important to shift the emphasis from the state of adaptation to the properties of adaptability of the individual and the community, which are associated with such constructs as resilience, psychological resilience, and group efficiency.

Психолого-педагогические основы развития гражданской идентичности в процессе профессионального образования в высшей школе

The formation and development of civic identity are one of the important tasks of the education system and upbringing of youth. Modern education in general faces serious challenges and problems in the formation of social and civic identities among the younger generation. The purpose of this article is to conduct a theoretical analysis of the methodological foundations of the formation of civil identity and present the main directions and stages of its development in the educational and extracurricular educational process in higher education. The content of the article substantiates the need for scientific development of the phenomenon being studied on the basis of psychological and pedagogical methodology. The problems of the formation of civic identity in Russian and foreign studies are considered. The authors present a theoretical analysis of the concepts of “civic education” and “civic identity” as polyscientific and interdisciplinary categories, on the basis of which the structure of a person’s civic identity is constructed, consisting of cognitive, emotional, value and behavioral components. The novelty of the research lies in the fact that, based on the theoretical analysis carried out, the work identifies and illustrates in the form of a model the main markers of the formation of civic identity, focusing on which allows us to develop and introduce into the educational process educational technologies to support the development of civic identity among modern youth. The content of the article highlights and substantiates the main stages and forms of development of students' civic identity at different stages of education. In conclusion, it is noted that the process of civil self-determination of young people is a strategically important goal in shaping the security of the Russian state. A special role and mission for the implementation of the technology for the formation of civil identity is assigned to the teacher. Of course, to implement educational technologies, it is necessary, first of all, to work with the teaching corps of representatives of higher education, with the civic consciousness of the teaching staff, who form and develop the human capital of the country’s future generations.

Level of Burnout and Well- Being of Nursing Students in Selected Universities in Face-to-Face Learning Environment amidst the Pandemic

As the world deals with the enduring effects of the COVID-19 pandemic, its impact is especially felt in the educational landscape, notably among nursing students. The sudden shift in the learning environment during this time has sparked considerable mental and emotional stress, potentially influencing their well-being and academic standing. This research sought to examine the correlation between burnout and overall well-being in nursing students from two specific universities during the transitional phase back to face-to-face learning. An extensive questionnaire that was completed by the students themselves and used in the research was used to thoroughly evaluate many aspects of burnout and well-being. Emotional exhaustion, depersonalization, and personal achievement were the factors of burnout that were explored, and the physical, mental, emotional, social, and spiritual components of wellbeing were assessed. To guarantee a trustworthy interpretation of the gathered data, analytical procedures including chi-square and correlation tests were used. The findings revealed significant insights into the experiences and trials faced by nursing students in this changed academic climate. Evidently, varying degrees of burnout were experienced by these students, with emotional exhaustion being a recurring theme. A noteworthy correlation was observed between the age of the students and their inclination towards depersonalization, suggesting that age might play a crucial role in the management of academic pressures and responsibilities. Furthermore, the research revealed notable variations in mental well-being across gender and in overall well-being across age, particularly in the realm of social dimensions. This crucial finding highlights the pandemic's differentiated impacts on various demographic groups and the necessity for specifically tailored strategies to counter these unique challenges. The findings indicate a nuanced negative correlation between burnout and well-being, suggesting that an increase in burnout levels does not have a significant impact on the decrease of well-being levels. While lacking statistical significance, the aforementioned data implies the significance of sustained endeavors aimed at mitigating burnout and its possible unfavorable impacts on overall welfare. In brief, this study offers crucial perspectives on the encounters of nursing learners during the post-pandemic era, with a particular emphasis on the correlation between burnout and wellness. Despite the presence of a weak correlation, the data highlights the necessity for targeted interventions that aim to mitigate burnout to enhance the general welfare and academic achievement of nursing students who face challenging circumstances.

In search of the relationship between predisposition to addictions and impulsivity in online players from the resentment perspective

Over the past few years, there has been a great development of audiovisual electronic media. It brings great opportunities in many scientific fields but is also subject to many judgments of criticism from opponents. Therefore, in view of the enormity of the changes and expansion of the culture, many circles wonder and analyze what changes occur among adults under the influence of these means and especially online games. The author, based on his own research, presents a new psychological approach between the predisposition to addictions and impulsivity in the light of ressentiment. Seventy-two people participated in the study, and the IVE Impulsivity Questionnaire, UPPS-P Impulsive Behavior Scale and Internet Gaming Disorder Test (IGD-20 Test) and Ressentiment Questionnaire were used. The results of the study showed that there is a link between impulsivity and addiction propensity, but it is determined by the degree of impulsivity in a person. On the other hand, ressentiment in the emotion regulatory system appeared as a negative feeling resulting from a sense of unfulfillment in an online game causing a mental state that extends over time and is underpinned by various types of emotionally tinged reactions. What can cause these feelings to turn into revenge without concrete actions-inducing hatred, but not leading to infliction of harm-and causing jealousy, which will not be confirmed by acts of jealousy. In light of this research, the negative emotion that is generated during online game interaction relates to personal experiences and can affect the emotional state and components of environmental attitudes.

The Representation of Valence by Visual Category in the Orbitofrontal Cortex and Amygdala

Emotion is critical for survival in all animals. Even in modern humans, processing emotion holds significant adaptive value. In neuroscientific investigations of emotion, both the amygdala, part of the evolutionarily primitive limbic system, and the orbitofrontal cortex, part of the evolutionarily newer cortical system, have been highly implicated in the representation of valence, a major emotional component. Although the strict divide between the limbic system and the cortical system in brain function has been rejected, the underlying notions of theories of brain evolution lead to the hypothesis that the amygdala is advantageous in processing evolutionarily older adaptive value whereas the orbitofrontal cortex is advantageous in processing evolutionarily newer adaptive value. In this study, this hypothesis is tested using a functional magnetic resonance imaging dataset in which human participants made valence judgments on natural items and scenes (i.e., evolutionarily old with greater immediate adaptive value) and man-made items and scenes (i.e., evolutionarily new with lesser immediate adaptive value). The results show that the amygdala represents valence of natural but not man-made scenes, consistent with the hypothesis. The orbitofrontal cortex, in contrast, represents valence of both natural and man-made scenes, partially consistent with the hypothesis. The findings illustrate how visual categories defined by adaptive value shape the neural representation of valence in the contrasting limbic and cortical systems.

Associations between abnormal electroencephalogram microstates and childhood emotional abuse in adolescent depression.

Childhood traumatic experiences greatly influenced the brain network activities of patients with depression, and there is an urgent need to explore the temporal dynamics for these changes. This study aims to investigate the abnormalities of resting-state electroencephalogram (EEG) microstates in eye-open state of depressed adolescents and to explore the correlations between their EEG microstates and the childhood traumatic experience. Using resting-state EEG microstate analysis, we explored the temporal dynamics of brain activity in patients with adolescent depression. This study selected 66 adolescents with depression as a patient group, and 27 healthy adolescents as a healthy control group. A modified k-means clustering algorithm was used to classify the 64-channel resting-state EEG data into different microstates. Independent sample t-tests were used to compare the microstate parameters between the 2 groups and further assciations between these parameters and childhood traumatic experience in patients were explored via using Spearman correlation. In this study, significant differences were observed in the occurrence and transition probabilities of EEG microstates between the healthy control and the patient group. Notably, there was a statistically significant difference (P<0.05) in the occurrence of microstate A across 2 groups, exhibiting a negative correlation with the emotional abuse component within the childhood trauma scores (Spearman's rho=-0.31, P=0.013). Furthermore, patient-specific, non-random transitions from microstate B to A (Spearman's rho=-0.30, P=0.015) and C to A (Spearman's rho=-0.31, P=0.013) were inversely associated with the scores of emotional abuse factors from childhood trauma in the patient group, showing statistically significant differences when comparing to the healthy controls (P<0.05). Upon stratification into quartiles based on the emotional abuse factor scores, the occurrence of microstate A, as well as the transition rates from microstates B to A and C to A, retained statistical significance following adjustment for multiple comparisons (all P<0.05). The abnormal temporal dynamics in brain networks of adolescents with depression are linked to childhood emotional abuse. Those who have suffered severe emotional abuse may show greater impairments in the brain's visual and central executive networks. EEG microstate analysis could be a potential tool for detecting adolescent depression with severe childhood trauma.

The Availability Level of the Aesthetic Approach in Mathematics Textbooks for the Higher Grades at the Primary Stage in Saudi Arabia

This study aims to establish the presence of aesthetic underpinnings in Saudi mathematics textbooks. For this, the researchers used descriptive-analytical methods. We looked at fourth, fifth, and sixth grade math textbooks. The arbitrated aesthetic method divides 27 signals into seven basic domains. The content availability of each main aesthetic approach area was found to be constant across all books in the elementary stage's upper grades. Aesthetic strategies were used in primary mathematics textbooks at a rate of 34%. The average percentages for the major domains were: 76.9% major themes, 57.7% mental level, 52.8% science framework, 35.4% mathematics and arts, 10.7% mathematics and emotional components, and 2.2 % athletic aesthetic criteria. The researchers suggested designing mathematics courses and texts artistically. Keywords: textbooks, mathematics, aesthetic approach, mathematical aesthetic, content analysis

GAME-BASED EXERCISES THAT AID IN THE DEVELOPMENT OF STUDENTS’ EMOTIONAL INTELLIGENCE WHILE LEARNING CHESS

In 2017, the “Chess” Scientific Research Institute’s research group of psychologists performed a diagnostic experiment to determine the level and manifestations of emotional intelligence of teachers and students during the teaching and learning of the “Chess” subject. The findings of the preceding investigations were presented at the international conference “Current State and Development Trends in Chess Education,” which was held in Tsaghkadzor in 2019. The following findings were offered after summarizing the outcomes of all methods used throughout the scientific experiment: 1. Chess teachers have a high level of emotional awareness, whereas children may distinguish just pleasure, sadness, and anger as fundamental emotions. 2. Low indicators of the teacher’s empathy and emotional management affect the motivation of 3rd and 4th-grade students to succeed in chess lessons, as well as the negative trend of the position of receiving praise from the teacher, as a result of which the indicator of the manifestation of a favourable position towards the chess teacher decreases. 3. Regardless of the teacher’s positive attitude toward the students, if the teacher’s emotional management and control signs are poor throughout the learning process, the student’s emotional attitude toward their peers and their participation in the chess class diminishes. Based on the analysis of the diagnostic experiment findings, “Chess” Scientific Research Institute psychologists created and tested various game exercises to develop emotional intelligence components in secondary school learners.

The effect of top-down attention on empathy fatigue.

Prolonged exposure to others' suffering can lead to empathy fatigue, especially when individuals struggle to effectively regulate their empathic capacity. Shifting active attention away from emotional components toward cognitive components of others' suffering is an effective strategy for mitigating empathy fatigue. This research investigated how top-down attentional manipulation modulates empathy fatigue in both auditory (Study 1) and visual (Study 2) modalities. Participants completed two tasks in both studies: (i) the attention to cognitive empathy task (A-C task) and (ii) the attention to emotional empathy task (A-E task). Each task included three blocks (Time Block 1, Time Block 2, and Time Block 3) designed to induce empathy fatigue. Study 1 revealed that the A-C task reduced empathy fatigue and N1 amplitudes than the A-E task in Time Block 3, indicating that attention to cognitive empathy might decrease auditory empathy fatigue. Study 2 indicates that the A-C task caused a longer N2 latency than the A-E task, signifying a decelerated emotional empathic response when attention was on cognitive empathy in the visual modality. Overall, prioritizing cognitive empathy seems to conserve mental resources and reduce empathy fatigue. This research documented the relationship between top-down attention and empathy fatigue and the possible neural mechanism.

The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran

BackgroundAlthough, several novel strategies related to coping with stress dominate the possible vicissitudes that may occur, academic stress and its mental and physical outcomes remain a serious public concern among college students. Available data on how/where intervention-based novel strategies and emotional intelligence skills can influence students' ability to deal with stress and crisis situations is still unclear. This study aims to investigate the effectiveness of an educational intervention based on emotional intelligence on the level of academic stress components among Iranian medical students.MethodsThis research has been done in two descriptive and quasi-experimental sections in the academic year 2018–2019. To determine the effect of emotional intelligence components on stress levels, this descriptive study was performed on 200 students. Then, a quasi-experimental study was then conducted to determine the impact of an emotional intelligence component-based educational intervention on academic stress-coping skills. Data were collected through a personal information questionnaire, Bradbury and Graves's emotional intelligence questionnaire, and Gadzella’s academic stress questionnaire.ResultsMost of the participants were female (72.3%) married (72%), non-native (62.1%), and second or third academic years (78.5%). The mean number of academic years of employment was 9.5. The mean age of students were 23 ± 3.5 years old. Intervention based on emotional intelligence significantly (p < 0.05) improved students’ emotional intelligence skills and decreased their academic stress and reactions to stressors in the intervention group.ConclusionIt appears that emotional intelligence training is a feasible and highly acceptable way to develop coping skills with academic stress; therefore, such training is essential to be considered as part of university education to improve students’ education quality and their skills to study without academic stress.

Cognitive chicken or the emotional egg? How reconceptualizing decision-making by integrating cognition and emotion can improve task psychometrics and clinical utility.

Decision-making is an executive function, tapping into cognitive, emotional, and personality-based components. This complexity, and the varying operational definitions of the construct, is reflected in the rich array of behavioral decision-making tasks available for use in research and clinical settings. In many cases, these tasks are "subfield-specific," with tasks developed by cognitive psychologists focusing on cognitive aspects of decision-making and tasks developed by clinical psychologists focusing on interactions between emotional and cognitive aspects. Critically, performance across different tasks does not consistently correlate, obfuscating the ability to compare scores between measures and detect changes over time. Differing theories as to what cognitive and/or emotional aspects affect decision-making likely contribute to this lack of consistency across measures. The low criterion-related validity among decision-making tasks and lack of consistent measurement of the construct presents challenges for emotion and decision-making scholars. In this perspective, we provide several recommendations for the field: (a) assess decision-making as a specific cognitive ability versus a taxonomy of cognitive abilities; (b) a renewed focus on convergent validity across tasks; (c) further assessment of test-retest reliability versus practice effects on tasks; and (d) reimagine future decision-making research to consider the research versus clinical implications. We discuss one example of decision-making research applied to clinical settings, acquired brain injury recovery, to demonstrate how some of these concerns and recommendations can affect the ability to track changes in decision-making across time.

Identifying emotional components of event-related potentials in the brain functioning of individuals with contamination obsessions and comparison with healthy control group.

The present study aimed to examine the emotional components of event-related potentials (ERPs) in individuals with contamination OCD and compare them with a healthy control group. A convenience sample of 45 participants was included, consisting of 30 individuals diagnosed with contamination-type OCD and 15 individuals in a healthy control group. Both groups participated in an ERP study where they encountered a computer-based task presenting both contamination and neutral pictures, while their brain activity was recorded. The data were analyzed using repeated measures analysis of variance (RANOVA) with SPSS-24 and Matlab software. Findings suggest that in P3 amplitude, only individuals with OCD exhibited a larger positive amplitude (p < 0.05) in response to contaminated pictures compared to neutral pictures and in N2 amplitude, only individuals with OCD exhibited a larger negative amplitude (p < 0.05) in response to contaminated pictures compared to neutral pictures in the central vertex (Fz). These findings hold promising implications for the development of more targeted and effective treatments for contamination OCD, emphasizing the importance of emotion-oriented approaches to address the unique neural patterns observed in the frontal vertex.

Influence of community identification on pro-ecological behaviour of Ukrainians in war conditions

The study examines changes in the environmental behaviour of Ukrainians under the influence of military operations. One of the key predictors of such changes is the specific features of community identification of Ukrainians in the face of threat. The critical criterion of pro-ecological behaviour is considered to be the environmental responsibility of Ukrainians. The study involves several stages of qualitative and quantitative data collection. In the process of data analysis, such qualitative methods as content and thematic analysis of narratives are also used. Quantitative data analysis is performed using regression analysis, multivariate analysis of variance, and correlation analysis. Some components of environmental responsibility, such as activity, emotion, and value, were identified. During the quantitative data collection stage, the role of civil, territorial, and professional identity as predictors of increasing environmental responsibility of Ukrainians is recorded. In general, the growing role of civil identity as a consolidating factor for the formation of an integrated identity that can withstand threats, including environmental ones, is interpreted. Strengthening the emotional component affects the sense of environmental threat at the subjective level and contributes to the awareness of the need to preserve the environmental well-being of the state. Strengthening the manifestation of European identity has a positive impact on the integration of pro-ecological European values. Identifying the interaction of professional and civil identities can serve as an indicator of the strategic importance of Ukraine as an environment for work and personal realisation

The impact of community identification on the pro-environmental behavior of Ukrainians in the conditions of war

The article examines changes in the environmental behavior of Ukrainians influenced by military actions. One of the key predictors of such changes is the characteristics of communal identification among Ukrainians under threat conditions. The key criterion for pro-ecological behavior was considered the environmental responsibility of Ukrainians. The study involved several stages of qualitative and quantitative data collection. In the process of data analysis, qualitative methods such as content and thematic analysis of narratives were applied. Quantitative data analysis was conducted using regression analysis, multifactorial analysis of variance, and correlation analysis. Components of environmental responsibility, such as behavioral, emotional, and value-based, were identified. At the stage of quantitative data collection, the role of civic, territorial, and professional identity as predictors for the growth of environmental responsibility among Ukrainians was recorded. Overall, the increasing role of civic identity was interpreted as a consolidating factor for the formation of integrated identity capable of confronting various threats, including environmental threats. Strengthening the emotional component influences the perception of environmental threats at the individual level and contributes to the awareness of the need to preserve the environmental well-being of the country. The reinforcement of European identity positively affects the integration of pro-ecological European values. The identification of the interaction between professional and civic identities can serve as an indicator of the strategic importance of Ukraine as an environment for work and personal realization