Role Of Emotions Research Articles

Impact of job insecurity, job stress and negative emotions on counterproductive work behaviour among academic employees in Ghana

The antecedents of counterproductive work behaviour (CWB) in the higher education sector have remained unexamined in available literature. Moreover, the impact of job insecurity, job stress, and negative emotions on the occurrence of CWB within the academic context have hardly been interrogated. This study therefore, aimed at investigating the impact of job insecurity, job stress and negative emotions on CWB and further examining the mediating role of job stress and negative emotions in the occurrences of CWB among academics. Data was collected from 716 academics in Technical Universities in Ghana using self-reported questionnaires with close-ended questions and a convenient sampling technique. Confirmatory Factor Analysis was conducted to verify the measurement structure of the constructs. Structural Equation Model was employed to test the hypotheses in the conceptual model. The result showed a statistically significant direct effect of job insecurity, job stress and negative emotions on the occurrence of counterproductive work behaviour among academics. It was further revealed that there is a positive relationship between job insecurity and job stress, with job stress partially mediating the relationship between job insecurity and counterproductive work behaviour. Furthermore, negative emotions acted as a partial mediator in the relationship between job stress and counterproductive work behaviour. The findings have implications for higher education institutions in taking steps to address job insecurity, job stress, and negative emotional experiences of academics to mitigate counterproductive work behaviour among academics.

“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory

ABSTRACTAffect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptualization is an emerging construct, “epistemic affect,” which refers to how one feels when engaging with epistemic practices. Several methods were used to provide triangulated evidence for student learning processes and lived experiences in the chemistry laboratory. Students were observed and interviewed using custom protocols based on previously validated works. The empirical materials consist of audio recordings and transcripts of focus group interviews, audio and video recordings of students doing an experiment in analytical chemistry, verbatim transcripts of utterances and non‐verbal cues, as well as instructional artifacts (laboratory manuals, textbooks, and reports). Key findings from the study reveal a range of epistemic emotions experienced by students, including curiosity, frustration, and joy, which are intertwined with their engagement in experimental work and exploration of scientific principles. The study also identifies affective constructs such as confidence, pride, and humility, which contribute to students’ identity development within the context of laboratory‐related epistemic practices. These affective experiences are situated in the embodied nature of laboratory work, where failures and mistakes are common, but also serve as opportunities for learning. The research underscores the importance of recognizing and addressing the affective dimensions of learning in the chemistry laboratory. It suggests that fostering positive epistemic emotions and resolving negative ones can enhance students’ learning experiences and engagement with science. The study calls for a more holistic approach to chemistry education that acknowledges the role of emotion in laboratory‐related epistemic practices.

An Assessment of Risk-Taking Behavior of Individual Investors: Role of Financial Literacy and Emotions

This paper studies the impact of emotions such as locus of control, overconfidence, risk avoidance, agreeableness, and financial literacy on risk-taking behavior. Data was collected from 338 individual investors from Delhi-NCR and analyzed through PLS-SEM 4 (V.4.0.9.2) to understand the direct and inverse association among the construct and to identify what influenced their investment choices the most. According to the data interpretation, a strong association between agreeableness and risk-taking behavior was evident; the study’s findings indicate that investors were heavily impacted by their peer group while making investment decisions. It also concludes that financial literacy induces overconfidence but does not result in risk-taking behavior. General risk aversion has a direct and locus of control has an indirect influence moderated by agreeableness on the risk-taking behavior of individual investors.

Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support

Previous studies have pointed out that leisure motivational interference was an important factor affecting students’ learning satisfaction. This study concentrates on three unexplored areas in the current literature on leisure motivational interference and learning satisfaction. Specifically, it is the first to (a) focus on the effects of digital leisure motivational interference (DLMI) on online learning satisfaction; (b) separate the cognitive, affective, and behavioral components of DLMI (DLMI-C, DLMI-A, and DLMI-B) when examining its effects; and (c) reveal how these three components influence online learning satisfaction. We conducted a questionnaire survey among 1041 Chinese college students who engaged in online learning, utilizing several measures: the Digital Leisure Motivational Interference Scale, the Academic Emotions Questionnaire, the Parental Autonomy Support Scale, and the Online Learning Satisfaction Scale. The results showed that (a) DLMI-C, DLMI-A, and DLMI-B negatively predicted online learning satisfaction, respectively; however, the differences in their effects were not significant; (b) academic emotions, both positive and negative, played the mediating roles between the three components of DLMI and online learning satisfaction; (c) parental autonomy support moderated the relationship between academic emotions (positive and negative) and online learning satisfaction. Notably, learners with higher levels of parental autonomy support reported greater online learning satisfaction compared to those with lower levels of support, particularly when experiencing lower frequency of academic emotions, whether positive or negative.

Emotions, coping and psychological flexibility in earthquake survivors: a cross-sectional study

ABSTRACT Earthquakes may play a role in the development of several psychological distresses or psychopathologies. Nevertheless, protective factors such as positive emotions, psychological flexibility, and coping mechanisms may be helpful for earthquake survivors in coping. On the other hand, the role of both positive and negative emotions of earthquake survivors in psychological flexibility and coping remains elusive. Accordingly, this study aimed to examine the relationship between emotions, coping, and psychological flexibility levels of earthquake survivors considering positive and negative emotions together. A total of 330 adult participants of the cross-sectional study completed the Participant Information Form, Perceived Ability to Cope with Trauma (PACT), Psychological Flexibility (PF), and Positive-Negative Affect Schedule (PANAS) scales. Participants were aged between 20 and 68 years (Mean ± SD = 42.42 + 12.88). It was determined that as the PACT levels increased, the PF and negative emotion levels increased yet positive emotion levels decreased. As the PF levels increased, the negative emotion levels increased yet the positive emotion levels decreased (p < 0.01). According to the established model, it was concluded that the PACT was related to positive-negative emotion levels and values, being in the moment, and dissociation sub-dimensions of PF were unrelated to contextual self and acceptance (p > 0.05). In conclusion, positive-negative emotions and PF were found to have a mediating role in the coping of earthquake survivors. Mental health professionals may contribute to increasing PACT in earthquake survivors through interventions aimed at maintaining positive emotions, recognizing negative emotions, and increasing PF.

EXPRESS: When the future feels closer than the past: An experimental research of nostalgia vs. forestalgia in destination ads

Nostalgia has been a powerful tool to attract travelers to visit tourism destinations. Compared to the extensive attention that nostalgia marketing has received, its counterpart of forestalgia (i.e., future-focused) marketing has received limited attention. The present research is one of the first to compare the effectiveness of nostalgia and forestalgia focused destination advertising messages in attracting travelers’ destination visit intention. Across three experimental studies based on 665 responses from U.S. travelers, the research finds that forestalgia focused destination ads are more effective in enticing travelers compared to nostalgia focused ones. The findings also reveal a significant mediating role of positive emotions and moderating roles of temporal distance and future time perspective. Our research sheds light on extant literature about nostalgia marketing, construal level theory, temporal Doppler effect, and rosy effect. Managerial implications are provided to assist destination management organizations in better capitalizing on both past and future-focused marketing communications.

Enhancing Sustainable Decision Making: The Impact of Emotional Valence, Arousal, and Personality on Risk Recognition During Contract Review

The capacity to identify risks during the pre-contract phase is crucial for effective contract management. Among the various factors that can influence this ability, emotions play a significant role in determining the risk recognition capabilities of individuals. This study aims to investigate the complex interplay between emotional states, personality traits, learning styles, and risk recognition during contract review with physiological and psychological responses. Firstly, a theoretical framework that delineates the relationship among the demographic and emotional factors and risk recognition performance during contract review is proposed. Secondly, an experiment is conducted to record the physiological and psychological responses. Finally, a hierarchical regression model is employed. The results indicated that emotional valence and arousal significantly influence risk recognition performance (p &lt; 0.001), while individual factors such as personality traits and risk propensity indirectly affect risk recognition performance through the mediating role of emotions (p &lt; 0.01). The research contributes to the existing literature by elucidating the indirect pathways through which individual characteristics influence risk perception. These insights can inform sustainable risk management strategies, helping organizations and individuals make more informed and effective decisions in contract management.

Canine separation-related problems. Part 5: what if enhancing a sense of safety does not work?

Separation-related problems are a source of serious welfare concerns for dogs, and their effect upon owners may result in a dog being relinquished or euthanised. Previous articles in this series have considered the dog's innate requirement for social companionship; the many different factors that may initiate canine separation-related problems; the role of emotions and learning in the development and maintenance of separation-related problemss; the dog's strong requirement for a sense of safety and how ensuring that a dog experiencing separation-related problems can be supported through enhancing its sense of coping and safety can assist recovery from separation-related problems. Yet, despite owner efforts to prioritise a concept of safety, many dogs will continue to experience separation-related problems during owner absence. This article discusses some of the extra provisions that may be beneficial to such dogs.

Racism and cannabis-related problems among Black adults who smoke cigarettes: The role of negative emotions in responses to experiencing racism.

Black Americans who use cannabis appear at greater risk for negative cannabis-related outcomes, and cannabis use is more common among individuals who smoke cigarettes. Race-based health disparities concerning cannabis outcomes indicate a need to identify psycho-socio-cultural factors that may play a role in cannabis use and related problems among Black Americans to inform prevention and treatment efforts. Minority stress-based models posit that stressors such as racism increase negative emotions, which may be associated with using substances such as cannabis to cope with negative emotions. Yet, no known research has directly assessed whether negative emotions experienced in response to racism play a role in cannabis-related behaviors. Participants were 254 (50.2% female) Black Americans who endorsed current cigarette smoking and were aged 18-73 (M = 42.1, SD = 14.1). Participants completed an online survey regarding their experiences with racism, smoking, and cannabis-related behaviors. Negative emotions in response to racism were assessed via the Racial Trauma Scale (RTS). Experiencing more frequent racism was related to greater RTS and cannabis-related problems. When entered simultaneously, frequency of racism was related to more cannabis-related problems via RTS, but not anxiety or depression broadly. Racism was related to more cannabis problems via the sequential effects of RTS and a greater quantity of cannabis used. These data indicate that the experience of negative emotions that occur after experiencing racism may play an important role in cannabis misuse among Black Americans. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Patient-reported outcome measures in an outpatient parenteral antimicrobial therapy program: a prospective cohort study

ObjectivesTo evaluate the improvements in the mean Short Form-36 (SF-36) score (95% CI) from predischarge to postdischarge among prospective participants of a Swiss Outpatient Parenteral Antimicrobial Therapy (OPAT) programme using...

Exploring Parent Treatment Decision-Making in Relapsed and Refractory Neuroblastoma: A Qualitative Study

Parents often become involved in making treatment decisions for their child with cancer when there is no standard treatment protocol, typically seen in poor-prognosis cancers. Advances in scientific medicine has led to more treatment options being available for children resulting in parents making repeated treatment decisions depending on their child’s response to treatment. The emotional turmoil of their child's cancer diagnosis can be exacerbated when combined with making decisions that have uncertain outcomes. This study aimed to identify, describe, explore, and explain how parents made repeated treatment decisions and the role of emotion in decision-making when their child had relapsed or refractory neuroblastoma, a poor-prognosis cancer.Data were collected using qualitative interviews between 2020-2022 with parents of children with relapsed or refractory neuroblastoma in the United Kingdom. Data were analysed using Reflexive Thematic Analysis.Eighteen parents who made between one to six treatment decisions participated. Decision-making incorporated four themes which enabled, influenced, and informed how parents made treatment decisions: 1) time as a structure within decision-making; 2) uncertainty and its relationships with treatment risk, side effects and outcomes; 3) parent oscillation of their cognitive and emotional adjustment; 4) parent responsibility and involvement in decision-making. Time was the central organising concept which structured and organised parent decision-making. We adopted Orlikowski and Yates’s (2002) temporal structures to characterise the experience of time and Stroebe and Schut’s (1999) dual-processing theory to explore the oscillation of parent adjustment of their situation cognitively and emotionally. A conceptual framework showed the interrelationships of these themes.

Associations between caregiver-adolescent emodiversity and internalizing symptoms.

Relationships between adolescents and primary caregivers play an important role in the development of internalizing (depressive and anxious) symptoms. We examined associations among caregiver-adolescent emotions and their emodiversity (their breadth and frequency) with adolescents' and caregivers' internalizing symptoms. A total of 181 adolescents (aged 13-17 years old) and their primary caregivers participated in a 14-day daily diary study between 2022 and 2023 where they reported their emotions at the end of each day. We used actor-partner interdependence models to examine whether positive and negative emotions and their emodiversity predicted each individual's and their family member's internalizing symptoms. Primary results concentrated on the actor effects of adolescents' and caregivers' mean levels of positive and negative emotions and their own internalizing symptoms. Greater negative emotion and lower positive emotion were associated with greater internalizing symptoms, for both caregivers and adolescents. Caregivers who showed greater positive emodiversity also showed greater internalizing symptoms. In contrast, relatively few partner effects were observed. Our findings point to the need for more research on the role of interpersonal emotions in daily life as they relate to internalizing symptoms. Although our sample captured diversity in ethnicity, results may not generalize across levels of socioeconomic status, gender identity, and caregiver education.

GUIDANCE COUNSELLOR’S STRATEGIC ROLES AND SCHOLASTIC ADJUSTMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN RIVERS-EAST SENATORIAL DISTRICT, RIVERS STATE, NIGERIA

This study investigated guidance counsellor’s strategic roles and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State, Nigeria. The study adopted correlational research design. The study was guided by three research questions and three null hypotheses. The population of the study consisted of 82,649 public senior secondary school students in the area. The sample size was 400 senior secondary school students which was adopted through the use of simple random sampling technique. The instrument for data collection was a structured questionnaire, titled: “Guidance Counsellor’s Strategic Roles Questionnaire’’ (GCSRQ) and Scholastic Adjustment Scale (SAS)”. The instruments were validated by experts in department of Educational Psychology, Guidance and Counselling. The reliability of the instrument was determined through test re-test reliability method which a reliability index of r=0.73 for (GCSRQ) and r=0.72 for (SAS). Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was a positively strong correlation between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It further revealed that there was significant relationship between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It was recommended among others that the; Government in collaboration with the Counselling Association of Nigeria (CASSON) should set-up counselling centres at all secondary schools in Rivers-East Senatorial District to help combat adjustment challenges of students.

Self-Acceptance in Breast Cancer Patients: A Concept Analysis

Breast cancer is still one of the fears for most women in the world and ranks first regarding the number of cancers in Indonesia and is one of the first contributors to cancer deaths. Breast cancer patients with low self-acceptance will cause stress, lack of confidence, lack of enthusiasm for recovery and will affect poor health management. Self-acceptance is directly proportional to the patient's quality of life. The greater the patient's self-acceptance of their disease, the better the quality of life of breast cancer patients. The purpose of this analysis is to explain self-acceptance in breast cancer patients. An analysis of the concept of self-acceptance was conducted on articles published between 2019 and 2024. The databases used include Google Scholar, Proquest, Pubmed, and Science Direct. The results of the analysis show that the concept of self-acceptance has four attributes, namely, acceptance of physical changes, acceptance of physical and emotional limitations, accepting social and role limitations, accepting the healing process and uncertainty. Based on these attributes, nurses assess self-acceptance in breast cancer sufferers comprehensively. The results of the assessment will be the basis for nurses in determining appropriate diagnoses and nursing interventions to improve self-acceptance in breast cancer patients, by reducing psychological burden to improve quality of life.

Exploring the role of social capital in enhancing physical activity among college and university students: A systematic review.

College and university students often exhibit insufficient levels of physical activity, which negatively impacts their health, mental well-being, and academic performance. Social capital has emerged as a potential factor in promoting physical activity. This systematic review, conducted in line with PRISMA guidelines, examines the existing literature on the role of social capital in enhancing physical activity among college and university students. A search of the Web of Science, Scopus, SportDiscus, and PsychINFO databases identified 10 studies published by August 1, 2024, involving 2,700 students, primarily from North America and Europe. The overall quality of the included studies was high, with all scoring above 85% on quality assessments. The findings indicate that social capital, particularly strong social networks, support from family and friends, and high levels of social cohesion, is significantly associated with higher levels of physical activity among college and university students. Social capital may facilitate physical activity in group settings through mechanisms such as emotional support, role modeling, and social norms. Despite limitations within the existing research evidence, such as reliance on self-reported data and cross-sectional study designs, this review suggests that social capital holds potential for promoting physical activity in this population. Future research should prioritize the use of objective measurement tools and longitudinal designs to more accurately assess the long-term effects of social capital and explore how these findings can inform effective interventions.

Communication and Strategy Work: How corporate magazines shape strategy

While research has become increasingly receptive to the construction of strategy in dedicated forms of strategy communication – such as managerial speeches or strategic plans – little work has looked at how strategy is constructed in more broadly focused communicative media, such as corporate magazines. By analysing over 500 magazine issues from six different firms, this article reveals three fundamental mechanisms by which corporate magazines shape strategy: (i) familiarization – or shaping strategy by connecting it to the everyday; (ii) confirmation – or shaping strategy by aligning it with standing norms and expectations; and (iii) regeneration – or shaping strategy by advancing it through ongoing cycles of creation and destruction. In doing so, this article makes three specific contributions. First, by highlighting how corporate magazines construct strategy through a reconciliation of different narrations, narrators and narrative contexts, it extends earlier research’s emphasis on senior leadership with insights into the more collective sensemaking processes underlying strategy development. Second, by unveiling how corporate magazines often draw on affective expressions that humanize strategy within organizational life, it enriches our predominantly rational take on strategy-making with a more pronounced understanding of the role of emotions. Finally, by showing how corporate magazines progressively tie an organization’s strategy to ongoing developments and occurrences, it expands earlier work’s emphasis on grand and singular strategy communication with a reappreciation of the small and iterative – demonstrating how firms’ successful conception of tomorrow is often based on their developing understanding of today.

The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction

Understanding teachers' willingness to integrate generative AI (WIAI) is essential in the current dilemma where students' adoption rate is faster than teachers'. Therefore, this study aims to identify factors affecting teachers' WIAI and their interactions from the perspectives of needs satisfaction and emotion. We used regression analyses to analyze data collected from 1348 teachers online. The results supported that TPACK positively influences teachers' WIAI, but this effect is weakened by negative emotions, while needs satisfaction for competence and relatedness buffers the negative effect more effectively than autonomy. These highlight the role of emotional and psychological support in fostering teachers’ adoptions.

Kuhn, Conspiracy Theories, and Scientific Progress

This article offers an appreciative but critical response to Donovan Schaefer’s book Wild Experiment, focusing on the connection between emotion and reason, particularly in the context of conspiracy theories and scientific inquiry. While acknowledging the valuable insights provided by Schaefer’s cogency theory and its emphasis on the role of emotions in shaping beliefs and reasoning, I argue for a more nuanced understanding of the factors that contribute to the popularity of conspiracy theories and the success of science. In particular, I challenge Schaefer’s characterization of scientists as primarily driven by cold emotions and a fear of making mistakes. Instead, I emphasize the social structure of science and institutional practices that enable collective intellectual vigilance and the advancement of reliable knowledge.

Unraveling the Relationship Between English Learning Burnout and Academic Achievement: The Mediating Role of English Learning Resilience

Although burgeoning research has been conducted on the role of negative emotions (e.g., English learning burnout) in affecting students’ academic achievement, there are limited studies on the intricate working mechanism between these two factors. Academic resilience is an adaptive response to academic adversity and might therefore offer protection against negative emotions (e.g., English learning burnout). Hence, this study focused on the complex interplay among students’ English learning burnout, English learning resilience, and academic achievement. A total of 334 senior high school students were recruited in the current study. The findings displayed that students’ English learning resilience mediated the relationship between English learning burnout and English academic achievement. This study may generate suggestions and implications for English teaching and learning.

Need to Belong and Cognitive Flexibility in Young Adults: Mediating Role of Negative Affect and Moderating Role of Agreeableness

Objective: Previous studies propose that the need to belong can explain some emotional and cognitive mechanisms. Yet, it is unclear which cognitive and emotional mechanisms may be predicted by the need to belong and whether this relationship varies within different personality traits. The general purpose of this study was to scrutinize the role of emotion and personal traits in the relationship between the need to belong and cognitive flexibility with the help of a model. Method: A total of 719 university students, 446 female and 273 male, employed the participant group of the study (M ± SDage = 21.38 ± 1.97). Data measurement tools were Standard Information Form, Cognitive Flexibility Scale, Need to Belong Scale, Big Five Personality Traits Scale, Positive and Negative Affect Scale. Results: The mediation analysis demonstrated a significant indirect effect of the need to belong on cognitive flexibility through negative affect (b =-.0606, t = -3.189). This finding showed that the need to belong reduced cognitive flexibility by increasing negative affect. With regard to the moderation analysis results, the interaction effect of the need to belong and agreeableness personality trait (need to belong X agreeableness) significantly predicted cognitive flexibility (b =-.1169; CI 95% =-.2033 to -.0304, t =-2.6542, p = 0.0081). Accordingly, the negative direct effect of the need to belong on cognitive flexibility was stronger in the lower agreeableness condition. Conclusion: The current study indicated that agreeableness moderates the negative effect of the need to belong on cognitive flexibility. The highest cognitive flexibility was observed in the lower need to belong and higher agreeableness conditions. In conclusion, it is suggested that the effect of the need to belong on cognitive abilities may be accompanied by personality traits and emotional processes.