Negative Emotional Experiences Research Articles

Homelessness in Virtual Reality: Experiencing Social Exclusion Improves Attitudes and Behaviors Toward Unhoused People.

Virtual reality (VR) interventions are receiving increasing attention from research seeking to promote harmonious intergroup relations. Despite this, the effectiveness of VR methods and the underlying mechanisms for enhancing intergroup relations yield mixed findings. The current research examined if a 360° immersive video where participants embodied an unhoused person could improve attitudes and behavioral intentions toward unhoused people by making participants experience social exclusion and its psychological repercussions. The study (N = 210) adopted a 2 × 2 between-subject design where participants were assigned to embody an unhoused or housed person either watching the video in VR (in 3D using head-mounted devices) or in 2D (on a monitor). The study included a followup after 9 days. Results revealed that embodying the unhoused person (vs. housed control) led to increased experiences of social exclusion, need-threat, and negative emotions. These experiences, in turn, were associated with reduced negative attitudes toward unhoused individuals and heightened intentions to engage in charitable behaviors. Notably, the effects on attitudes and behavioral intentions persisted at the followup, with a stronger impact observed for participants who embodied the unhoused person in 3D compared to 2D. The findings suggest that tailoring VR video interventions to elicit social exclusion by embodying the perspective of marginalized social groups can enhance intergroup attitudes and intentions over time. Overall, this research underscores the prominence of VR-based interventions in improving intergroup harmony compared to less-immersive paradigms.

The structural organization of individual resources of the teacher's coping behavior

Introduction. All educators encounter stressful situations and experience negative emotions during their work, which necessitates the use of coping strategies to maintain personal well-being and uphold a high level of teaching quality. The contemporary state of the issue regarding the phenomenology of psychological resources for coping with stress is characterized by the dominance of an analytical research paradigm. This paradigm primarily focuses on individual, personal, and subject-activity characteristics as resources for coping with stress. The aim of this research is to determine the psychological structure of the coping behavior resources of educators. **Methods.** To conduct a comparative analysis of theoretical approaches to defining the resources of coping behavior, we employed conceptual content analysis, which allowed us to determine the frequency of mention of each resource for coping behavior. Subsequently, in accordance with the theoretical model, we selected diagnostic methods for these resources (26 psychodiagnostic techniques). The empirical study was conducted in educational institutions in the Kaluga region, Krasnodar Territory, Ulyanovsk, and Yaroslavl regions (Russian Federation). The study sample consisted of 901 individuals. Using exploratory factor analysis (principal component method, Varimax rotation), we identified the psychological structure of coping behavior resources. **Results.** In alignment with the theoretical model, we selected diagnostic methods for these resources, which allowed us to study both the resources themselves (their integral final values) and the components that make up these resources. The structure of coping behavior resources is formed by 114 variables, which were subsequently factor analyzed. The results of the factor analysis revealed that the psychological structure of coping behavior resources is represented by individual-psychological qualities, forming five blocks (existential, regulatory, emotional, socio-psychological, readiness for activity in uncertain situations). Factor 1 "Existential" (factor load - 24.1), Factor 2 "Readiness for Activity in Uncertain Situations" (14.9), Factor 3 "Regulatory" (13.1), Factor 4 "Socio-Psychological" (9.4), Factor 5 "Emotional" (7.5). **Conclusion.** There is a specific list of coping behavior resources that relevantly characterizes the specifics of a person's coping behavior in stressful situations. Psychological resources for coping behavior do not represent isolated psychological properties and states; instead, they form a holistic unity.

How to judge emotions? Measuring moral emotions of lawyers in a retrospective situation

This study examined legal practitioners' emotion regulation strategies and subjective moral emotions related to legal cases they handle. Forty-two participants recalled a civil law case and the emotions they experienced while handling the case. They completed the Cognitive Emotion Regulation Questionnaire to identify emotion regulation strategies they usually use. Results showed that attorneys often experienced anger and empathy and used strategies that tend to be adaptive across a wide range of contexts. There was a moderate positive correlation between Anger and Positive Refocusing, Contempt and Other-Blame, Guilt and Maladaptive emotion regulation strategies, and the Difference between parties’ agreeableness (understood as how sympathetic they seemed) and Anger. As the experience of negative emotions paired with maladaptive emotion regulation techniques might be associated with negative consequences both for the self and for the relationship with clients, the present study suggests that adding emotion regulation into legal curricula is crucial.

Impact of childhood psoriasis on children and parents during transition to adolescence: An interpretative phenomenological analysis

AbstractObjectivesPsoriasis is a chronic skin condition that can develop at any age. Childhood psoriasis can lead to stigmatization and reduced quality of life in children and parents. This study aimed to gather a detailed family‐level understanding of the experience of childhood psoriasis during the time of transition to adolescence.DesignA multi‐perspectival interpretative phenomenological analysis (IPA) was used.MethodsSixteen semi‐structured interviews with eight parent–child dyads were conducted and analysed in accordance with IPA principles.ResultsThree superordinate themes and three sub‐themes were identified: 1. ‘Transition and transaction’ including: 1.1 ‘Shifting responsibilities and self‐efficacy’; 2. ‘Stigma and social impact’; and 3. ‘The treatment journey’ including: 3.1 ‘Finding an effective treatment’, 3.2 ‘Coping with on‐going management’. Uncertainties surrounding treatment options were an initial focus of difficulty for families. In adolescence, the difficulty shifted to be more identity focussed as the responsibility for disease management and the increased awareness on body image posed added challenges. Both parents and children described visibility and stigma as the most distressing aspects of living with psoriasis and experienced negative emotions that resurfaced during adolescence.ConclusionsThis study suggests that childhood psoriasis can have a significant impact on children, particularly as they begin to transition to adolescence. Findings also highlight the burden of psoriasis for parents. As such, psychological interventions (such as adapted forms of mindfulness‐based Cognitive‐Behavioural‐Therapy) are needed to target and reduce stress. Such interventions are likely to require a systemic focus and support validation of the real impact and fear of stigmatization.

The Theory of Dyadic Morality and Moral Identity Explain the Public's Response to Harm Done by Government and Organisations

ABSTRACTHarm functions complexly in moral judgement but has been treated differently in the Social Intuitionist Model (SIM) and the Theory of Dyadic Morality (TDM). Both the SIM and TDM see felt harm as an outcome of experienced negative moral emotions (e.g., disgust), but the SIM regards harm as a kind of epiphenomenon in the sense that it does not affect moral judgement or behaviour, whereas the TDM interprets harm as an essential mediator of the link between negative moral emotions and immorality. The TDM also develops an explanation for how harm functions to initiate reactions to triggering events marked by an intentional agent causing injury to a vulnerable social actor. Here norms serve a regulatory function modulating the effects of harm committed by the agent on negative moral emotions. We conduct two experiments on representative samples of adults () and address two different moral contexts (companies doing badly and government doing badly with respect to a threatened health crisis), two different normative moderators (moral identity and belief in conspiracies) and two different moral action tendencies (intentions and word of mouth). Harm is found to have direct and contingent mediated effects on moral action tendencies, in accord with the TDM. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

Representation of Native Crowd in Alice Perrin’s Short Stories

The paper locates Alice Perrin’s short stories within the historical and literary contexts of the British Raj period and examines the representation of native crowds in order to understand India as a site of Anglo-Indian anxieties even during the period of “high imperialism” of the British Raj. Investigating her stories through the lens of the pragmatic theories of Elias Canetti, Le Bon Gustave, William Reddy, and Ann Laura Stoler, the paper demonstrates that Perrin colludes with the British Raj by nurturing negative emotional experiences via the representation of native crowds. In other words, the paper argues that her stories had imperial functions to play in the Empire and metropolitan Britain: to arrest the interracial romance; to reiterate the imperial policy of noninterference with native beliefs; to undermine New Woman ideals; to keep the memory of the Indian Rebellion of 1857 alive; to hint at the diplomatic use of labour force; and to discourage the dissolution of class and rank hierarchy.

Research on the Causes and Countermeasures of Professional Stress of Kindergarten Teachers: Survey from a Kindergarten in Guiyang City

The professional pressure of preschool teachers refers to all kinds of negative emotional expriences generated by preschool teachers in the special educational environment of preschool education,including all negative emotional experiences caused by society, kindergarten, teachers themselves and parents. This thesis takes some preschool teachers of kindergarten X in Guiyang City as the research object, and investigates some kindergarten teachers of kindergarten X in Guiyang City through the Questionnaire on the Current Situation of Occupational Stress of Preschool Teachers, and interviews the preschool teachers of the kindergarten through the interview outline, the research results show that most of the preschool teachers of the kindergarten have high occupational stress or overload; the occupational stress of preschool teachers mainly comes from the preschool teachers themselves, the study concluded that in order to alleviate the professional pressure of preschool teachers.First of all, preschool teachers should correctly understand and cope with occupational stress; secondly, kindergartens should provide a harmonious working atmosphere for preschool teachers; finally, society should strengthen its concern and support for preschool teachers.

Self-Attitude Parameters as Predictors of Psychological Well-Being in Students with Limited Health Capacities.

Psychological well-being is a system of optimal psychological qualities and states manifested as life strategy and a system of personal attitude to the world and oneself. Self-attitude is an intrapersonal phenomenon of individual projections in the field of self-awareness. In assessing psychological well-being, it acts as a guiding vector for self-development and self-actualization. In case of people with disabilities, psychological well-being largely depends on self-attitude as a predictor. This study featured the effect of self-attitude on psychological well-being in university students with limited health capacities. The study involved 60 students aged 18–25. The list of methodological tools involved Sentence Completion (J. M. Sacks, S. Levy), Subjective Well-Being Scale (adapted by M. V. Sokolova), and Personal Self-Attitude (V. V. Stolin, S. R. Pantileev). The study established differences in the assessment of psychological well-being by students with and without disabilities. Physically challenged students tended to demonstrate low self-esteem, associated with negative emotional and health experience. They also had specific parameters of self-attitude with a vector of positivity and trends towards personal growth. These parameters are a motivating component of social behavior that determines the general perception of psychological well-being by students with disabilities.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

The Impact of Insecure Attachment on Emotional Dependence on a Partner: The Mediating Role of Negative Emotional Rejection.

Previous evidence has demonstrated a relationship between insecure attachment and the development of emotional dependence towards an individual's partner. However, the possibility that this relationship may be indirect and mediated by individual factors such as difficulties in emotional regulation has not previously been explored. Consequently, the objectives of the present study were to analyze the (i) differences in emotional dependence on an individual's partner and difficulties in emotional regulation capacity according to secure, preoccupied or dismissing attachment style and (ii) mediating role of difficulties in emotional regulation in the relationship between both insecure attachment styles and emotional dependence on an individual's partner. The sample comprised 741 participants ranging in age from 18 to 30 years (M = 21.32, SD = 2.93). The mediations were tested with linear regressions with the macro PROCESS v4.0. The results showed that emotional dependence on a partner and difficulties in emotional regulation were greater among individuals who had developed a dismissing attachment compared those with secure or preoccupied attachment. Likewise, the mediation model confirmed the mediating role of difficulties in the capacity for emotional regulation in the relationship between dismissing attachment and emotional dependence, with rejection of negative or discomfort-generating emotions predominating. The findings provide preliminary evidence that rejection of negative emotional experiences may play an important role in the relationship between insecure dismissing attachment style and emotional dependence on an individual's partner. Consequently, it is recommended that emotional dependence intervention programs include of the management of intolerance to negative emotions.

Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China

AbstractSchool readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support.

Grief in Older Adults: A Concept Analysis

Objectives Grief is a human, universal, personal and multidimensional experience. Although studies have been conducted to describe grief, there is no consensus among scholars about its theoretical or empirical definition in older adults. This study aims to analyze the concept of grief in old age. Methods & Materials This is a review study that was conducted in eight steps using Walker and Avant’s concept analysis method. To find studies related to grief in the elderly, a search in online databases including ScienceDirect, Scopus, PsychInfo, PubMed, Web of Science, and EMBASE using keywords: Grief, mourn, bereavement, old, geriatric, aging, age, later life, seniors, nonagenarian, octogenarian and centenarian. Also, articles were examined without considering the time limit published until January 30, 2023. The search strategy, screening, and data reporting were done based the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. Results Of 5963 articles, 34 were included. According to the findings, grief had five features, “a unique phenomenon”, “negative emotional experience”, “physiological irritation”, “experience of loneliness”, and “loss of previous meanings”. Three antecedents of grief included: Loss of loved ones, loss of pets, spouse divorce, and loss of health. Four consequences of grief included health consequences, social consequences, financial consequences, and resiliency. Conclusion The provided definition of grief in older adults can help the health team understand the concept better and carry out investigations, interventions, and evaluations to improve the health of the elderly.

Intrinsic interpersonal emotion regulation strategy use and effectiveness across adulthood: The role of interaction partner age.

One way older adults may be able to maintain emotional well-being despite declining in cognitive ability is through leveraging social resources for intrinsic interpersonal emotion regulation. Additionally, given their increased life experience, older adults might also be particularly well-suited to regulate the emotions of others. To examine age difference in use and effectiveness of intrinsic interpersonal emotion regulation, community adults (N = 290, aged 25-85 years) were prompted 6×/day for 10 days to report their emotional experience, use of intrinsic emotion regulation strategies (including capitalization, social sharing, co-reappraisal, and reminiscing), and interaction partner age. Older age was associated with being less likely to engage in social sharing of negative emotions, and this effect was stable when controlling for negative emotion experience. Otherwise, there were no age differences in how often or how effectively people use intrinsic interpersonal emotion regulation. In terms of interaction partner age, older partner age was only associated with greater likelihood of using co-reappraisal and higher reports of negative emotion after social sharing. In summary, there was no strong evidence for the idea that interpersonal emotion regulation becomes more (or less) common or effective with age. However, though people may be less likely to share negative emotions and be seen as less effective partners for sharing these emotions later in life, older adults are preferable social partners for co-reappraisal potentially due to their life experience. Future work should explore motivational (i.e., attitudes toward negative emotions) and cultural (i.e., perceptions of roles and emotional abilities) mechanisms. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

When Things Go Right: Safety II in an Academic Emergency Department.

Objectives Historically, "safety" has been defined as an absence of error. Practice variability of any kind has been viewed as a threat. This is termed Safety I. Meanwhile, Safety II posits that clinician practice variability is a necessary adaptation required to meet patient needs in a complex healthcare system. We hypothesize that clinicians in the emergency department (ED) make proactive adaptations and utilize practice variability to enhance safety. Methods This is a cross-sectional survey-based study of clinical team members at a tertiary care academic ED with an annual census of 76,000. Qualitative data on instances of proactive safety were collected and analyzed via inductive response analysis. Ratings of support for practice adjustments and experiences of negative emotions during practice variability were collected using 5-point Likert scales. Results There were 84 respondents, of which 33 (39%) were nurses, 28 (33%) were physicians, and 23 (27%) held other clinical roles. Qualitative data included 128 instances of harm prevention, with some respondents describing more than one. Instances include proactive safety via collaboration (n = 47; 36.72%), time-based interventions (n = 46; 35.94%), physical harm prevention (n = 27; 21.10%), and patient/visitor interactions (n = 8; 6.25%). Of respondents, 73.17% (n = 30) felt that policies matched daily work most of the time, and 92.68% (n = 38) felt enabled to adapt to the needs of a patient most of the time. Experiences of self-doubt, fear of repercussion, or anxiety occurred most when adhering to a policy despite patient needs (n = 20; 48.78%). Conclusions Clinical team members report keeping patients safe through various forms of behavior adaptations, most frequently reporting collaboration beyond usual expected practice. Respondents report policies to match daily work most of the time and feel enabled to adapt to the needs of patients. Feelings of self-doubt, fear of repercussion, or anxiety were reported most frequently when clinicians adhered to a policy despite the needs of a patient.

The Relationship Between Short Video Social Media Dependency, Negative Emotional Experiences, and Academic Procrastination among College Students

According to the 52nd "Statistical Report on Internet Development in China," as of June 2023, the number of short video users in China has reached a massive 1.026 billion, an increase of 14.54 million compared to December 2022, accounting for 95.2% of the total internet users. Smartphone dependence, especially on short video social media, significantly impacts students' negative emotions and academic procrastination. Studies have found that dependency on short video social media often leads to poor time management, distraction, and academic procrastination. Negative emotions such as anxiety and depression weaken self-efficacy, increasing procrastination on tasks. Research data indicate that female college students score significantly higher in academic procrastination than male students, and arts students score higher than those in liberal arts and science/engineering fields, although the difference is not significant. Negative emotional experiences have a significant positive impact on academic procrastination, suggesting that negative emotions increase the tendency to procrastinate. Meanwhile, negative emotional experiences do not act as a mediating variable between short video social media dependency and academic procrastination, indicating that short video usage may directly influence academic procrastination rather than indirectly through negative emotions. The study suggests focusing on the direct impact of short video usage on college students' negative emotions and academic procrastination, emphasizing emotional regulation and time management education to mitigate the negative effects of academic procrastination on students' mental health and academic performance.

Effectiveness of acute aerobic exercise in regulating emotions in individuals with test anxiety

High levels of test anxiety can cause negative emotional interference and have adverse effects in multiple aspects. It is currently unclear whether acute aerobic exercise can effectively reduce a series of negative emotions triggered by test anxiety. This study investigates the impact of 30 min of moderate-intensity aerobic exercise on the subjective emotional responses and frontal alpha asymmetry (FAA) in individuals with high test anxiety. Forty-four college students with high test anxiety were randomly assigned to an aerobic exercise group and a control group. Each group underwent two tests, involving subjective scale measurements and resting-state EEG recordings, with a seven-day interval between tests. Results showed that after 30 min of moderate-intensity acute aerobic exercise, the intervention group had significantly reduced scores in subjective negative emotional experiences, and FAA indicators significantly increased. The study suggests that acute aerobic exercise can enhance the emotional regulation ability of college students with high test anxiety and reduce their negative emotions.

Navigating positive and negative emotional feelings as working mothers: A qualitative study

Purpose: This study explores the complex emotional experiences of working mothers as they strive to balance their professional and family commitments. It aims to deeply understand both the positive and negative emotional experiences that characterize the life of a working mother. Method: Utilizing a qualitative approach, this research conducted semi-structured interviews with six working mothers. This method was chosen to capture a comprehensive range of emotional experiences stemming from their dual roles. Result: Findings from the interviews revealed three main themes: (1) identity and role as a working mother, namely the mother's perception and integration of professional and parental roles; (2) their emotional feelings as working mothers, findings detailing the spectrum of emotions they encountered; and (3) strategies for balancing emotional states, exploring methods used to manage and reduce emotional fluctuations and maintain balance. Conclusion: The findings underscore the necessity for enhanced support systems that can better assist working mothers in managing the multifaceted challenges of their dual roles. In the absence of adequate support, these challenges can lead to significant stress and a reduction in overall life satisfaction

Differential impact of vulnerable isolation and enmity: State social anxiety level, variability and inertia in vulnerable narcissism

We investigate the relationship between two strategies of vulnerable narcissism – isolation and enmity – in their relation to daily social anxiety and variability and inertia of social anxiety states. We recruited a sample of N = 317 adults from Poland who participated in a 30-day long daily diary study (k = 7871 observations). The results revealed that both strategies were related to increased levels of daily social anxiety (although this relation was stronger for isolation), however – we observed a differential pattern of relation in regard to variability and inertia of social anxiety states. Specifically, isolation and average social anxiety were related to greater variability in social anxiety states, which might reflect their vulnerability to the exposure to social stressors. In turn, only enmity was positively related to inertia of social anxiety states, which might suggest that this strategy is indeed reactive in nature; however, it is also ineffective in regulating experienced negative emotions. Findings from the current study provide further support for the validity of differentiating the two distinct strategies of vulnerable narcissism.

Saudi Graduate Students’ Identities in Relation to Emotion and Agency in Applied Linguistics: A Narrative Multiple Case Study

This qualitative inquiry explores the identity development processes of graduate students in applied linguistics within the higher education context of Saudi Arabia. Through a merged research design of a multiple-case study and narrative inquiry approach, this study examined the narratives of Saudi graduate students’ identity development in applied linguistics, focusing on key experiences across past, present, and future, as well as their emotional and agentive experiences. Despite the growing body of research on identity in applied linguistics and second language acquisition, limited attention has been given to graduate students’ identity formation in this field. The study contributed to several key findings: 1) Early experiences shape Saudi graduate students’ current academic paths and future aspirations, 2) Positive and negative emotional experiences shape Saudi graduate students’ academic self-perception and identity development and 3) Saudi graduate students’ agentive responses to the challenges they face shape their identity development. This study’s outcomes provide insight into the dynamic relationship between the identities, emotions, and agency of Saudi graduate students in applied linguistics, offering practical implications and suggesting future directions for further research.

Natural five-sense experience and positive and negative emotions: the mediating role of nature connectedness

ABSTRACT Nature experience is a relatively easy and beneficial measure for improving emotions. Individuals experience nature through proximal senses (tactile, gustatory, and olfactory) and distal senses (vision and audition). This study examined the relationships between diverse natural senses experience and individuals’ positive and negative emotions, along with the mediating role of nature connectedness. We recruited 978 college students (M age = 20.09 ± 1.09 years old) from Beijing, China. The results showed that tactile experience (e.g. touching trees and water) was negatively related to negative emotions, while gustatory experience (e.g. tasting fresh fruits) was positively correlated with positive emotions. Furthermore, nature connectedness mediated the relationship between other natural sensory experiences and positive and negative emotions, except for the insignificant mediation between olfactory experiences and negative emotions. Therefore, individuals should emphasize the role of the proximal senses (especially tactile and gustatory experiences) during nature experiences and increase nature connectedness to maintain positive emotions.