Low Levels Of Negative Emotions Research Articles

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

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

Secondary school students' appraisal profiles and their relations with academic emotions in mathematics

This study adopted a person-centered method to investigate the latent profiles of students' cognitive appraisals based on control-value theory, providing a picture of their academic emotional landscape. Students' appraisal profiles regarding academic emotions were also compared. The data were collected from 1762 students (50.7 % male; Mage = 13.88, SD = 0.84) in 68 mathematics classrooms across 11 secondary schools in Jiangsu, China. Latent profile analysis identified four patterns based on academic control and value: extrinsic value orientation (4.9 %) and low (13.4 %), medium (41.3 %), and high appraisal profiles (40.4 %). Students in the high appraisal profile showed the highest level of positive emotions and the lowest level of negative emotions, followed by those with the medium appraisal profile. Those in the extrinsic value orientation profile, however, displayed the lowest level of positive emotions and the highest level of negative emotions. The four profiles also showed significant correlations with the students' background characteristics. Educational relevance statementThis study aims to explore possible subgroups of control and value appraisals and their relationships with academic emotions in mathematics classrooms. This study suggests that students in the high appraisal profile (i.e., high academic control and value) tend to report high levels of positive emotions and low levels of negative emotions, followed by students in the medium profile (i.e., medium academic control and value). Additionally, students in the extrinsic value orientation profile (i.e., high extrinsic value but low academic control and intrinsic value) performed worse than the students in other three appraisal profiles both emotionally and academically. Therefore, it is crucial to foster students' competence beliefs and intrinsic value in mathematics to enhance their positive learning experiences.

Exploring the gender-sensitive feelings of nurses towards residents with intimate and sexual needs in dementia nursing care

IntroductionPerson-centered care emphasizes close care relations regardless of gender. However, when residents with dementia express intimate or sexual needs, nurses may struggle with their own emotions and need to include personal boundaries. Methods277 (vocational) nurses from 25 Dutch nursing homes completed a survey, including the Feeling Word Checklist for a resident with perceived sexual needs and another for a resident with perceived intimate needs. ResultsPositive-nurturing sentiments towards residents prevail, yet residents expressing intimate needs elicit higher levels of positive-nurturing and lower levels of negative emotions than those with sexual needs. Male residents, who expressed more pronounced sexual needs, received less affection and interest from female nurses who felt especially close to female residents with intimate needs. ConclusionClose care relations established through nurses' personal emotions inadvertently introduce gender-sensitive and differing emotions towards residents. Nurses' capability to include personal boundaries benefits the relationship and well-being of both parties.

Emerging adults’ emotions toward their siblings with down syndrome

BackgroundTypically-developing siblings of individuals with Down Syndrome often experience complex emotions towards their sibling. This study explored how social support, personal resources (optimism, sense of coherence [SOC]), and individual variables (sex, religious affiliation, siblings’ functionality) may impact emerging adult siblings’ emotions toward their sibling with Down Syndrome. Methods: Participants were 292 siblings of individuals with DS ranging in age from 18–27 (M=21.54, SD=2.50). Participants completed self-report questionnaires exploring optimism, SOC, support, and acceptance. Results: Higher levels of support and optimism were positively associated with positive emotions, and higher SOC with lower levels of negative emotions. Siblings’ functionality and religious affiliation interacted with variables to predict emotions. Conclusions: This study contributes to a greater understanding of how emotions may play a role in sibling relations during the emerging adulthood stage. It also provides unique insight into how religious affiliation may be associated with more positive outcomes for siblings.

Obesity is associated with lower levels of negative emotions in polycystic ovary syndrome in clinical and animal studies

Background Polycystic ovary syndrome (PCOS) is one of the most common endocrine and metabolic disorders in women of reproductive age. It is frequently comorbid with obesity and negative emotions. Currently, there are few reports on the relationship between obesity and negative emotions in patients with PCOS. Here we performed both basic and clinical studies to study the relationship between obesity and negative emotions in PCOS. Methods We performed a cross-sectional study including 608 patients with PCOS and 184 healthy participants to assess the mental health status of people with different body mass indices (BMI). Self-rated anxiety, depression, and perceived stress scales were used for subjective mood evaluations. Rat PCOS models fed 45 and 60% high-fat diets were used to confirm the results of the clinical study. Elevated plus maze and open field tests were used to assess anxiety- and depression-like behaviors in rats. Results We observed overweight/obesity, increased depression, anxiety, and perceived stress in women with PCOS, and found that anxiety and depression were negatively correlated with BMI in patients with severe obesity and PCOS. Similar results were confirmed in the animal study; the elevated plus maze test and open field test demonstrated that only 60% of high fat diet-induced obesity partly reversed anxiety- and depression-like behaviors in PCOS rats. A high-fat diet also modulated rat hypothalamic and hippocampal luteinizing hormone and testosterone levels. Conclusion These results reveal a potential relationship between obesity and negative emotions in PCOS and prompt further investigation. The interactions between various symptoms of PCOS may be targeted to improve the overall well-being of patients.

The Role of Participation in Sports and Physical Activity in The Effects Of Negative Emotions and COVID-19 on Quality of Life

The purpose of this research is to examine the effect of sports participation and physical activity on negative emotions and the quality of life of COVID-19. Data were collected through the personal information form, the International Physical Activity Questionnaire-Short Form, the COV19-Impact on Quality of Life scale, and Positive-Negative Affect Schedule (PANAS). Data were collected through stratified sampling from Recep Tayyip Erdogan University and Kırşehir Ahi Evran University. The sample of the study consisted of 888 students. The obtained data were analyzed using SPSS 26.0. Necessary assumptions were ensured before the analysis. Afterwards, descriptive statistics and MANOVA were used in the research. It has seen that the number of students who do not do sports under license, who passively participate in sports 2-3 times a week, and whose physical activity level is moderate are more in number. The findings show that students who do sports under license, passively participate in sports, and are physically active experienced lower levels of negative emotions and COVID-19 affected their quality of life at lower levels. As a result, it can be said that participation in sports and physical activity have an impact on negative emotions and the quality of life of COVID-19 in the sample of university students.Keywords: Negative Emotions, Participation in Sports, Physical Activity, Quality of Life

Psychological Wellbeing: Asystematic Literature Review

Psychological well-being is a multifaceted and multi-dimensional construct that encompasses an individual's overall happiness, satisfaction with life, and mental and emotional health. It includes key components such as positive emotions, autonomy, positive relationships, low levels of negative emotions, purpose in life, life satisfaction, and personal growth. The definitions of psychological well-being have been debated among researchers, with the World Health Organization defining it as a state of mind where an individual is able to develop their potential, work productively, and cope with normal stresses of life. Psychological well-being is considered crucial for comprehensive health and happiness and has been linked to improved mental health, better physical health, and longer life expectancy. This study attempts to gain theoretical knowledge about psychological wellbeing and knowledge of the various studies conducted in the area of psychological wellbeing.

The Buffering Effect of Awe on Negative Emotions in Self-Threatening Situations.

Negative emotions arising from self-threat are ubiquitous and harmful. We propose that the experience of awe awakens the small-self, which in turn alleviates these negative emotions. We examine our theoretical hypotheses in four studies employing various self-threatening situations, using distinct awe manipulations and involving participants from different countries. The participants experiencing awe reported lower levels of negative emotions arising from self-threat compared with those in the neutral (Study 1) and happiness conditions (Study 2). Moreover, we verified that the small-self mediates the alleviating effect of awe on negative emotions through measuring (Study 3) and manipulating the small-self (Study 4). Beyond a set of practical implications for promoting mental health and well-being, our research also provides novel insights into awe, self-appraisal, and self-threat.

Здоровье как результат повседневного выбора: разработка и апробация шкалы мотивации выбора действий в пользу и во вред здоровью

In this paper, health-related behavior is considered not as a single activity, but as a series of everyday, often uncoordinated and polymotivated, choices of actions in favor or against of better health. The aim is to develop and validate a scale of motivation for actions related to health, as people's everyday choices - in favor or against of health. Methods. 119 residents of Moscow and Moscow Region and 64 residents of Baku filled out the scale of motivation for actions in favor and against of health (on a specific example of each of the actions), Satisfaction With Life Scale, Positive and Negative Experience Scale and the Scale of Ways to Care for Health. Results. Sufficient consistency and factorial validity of the scale were demonstrated. In general, when evaluating their motivation for both benefit and harm to health, people rate internal and identified motivation higher, and lower - the search for a new, external and amotivation. When choosing in favor of health, in comparison with the choice to the detriment of it, there are higher indicators of identified, introjected motivation, as well as the search for something new. Intrinsic and identified motivations for choosing actions in favor of health are associated with lower levels of negative emotions and an active lifestyle, and identified motivations are also associated with proactive health monitoring. Powerlessness as a variant of amotivation is associated with a higher level of negative emotions, both when choosing in favor of health, and to the detriment of it. The search for new health is associated with the use of alternative methods of treatment. Conclusions. The action motivation scale can be used to assess internal, identified, introjected, external motivation, amotivation, as well as searching for something new and impotence, both in relation to actions for the benefit and to the detriment of health.

Investigating Psychological Impact after Receiving Genetic Risk Results-A Survey of Participants in a Population Genomic Screening Program.

Genomic screening programs have potential to benefit individuals who may not be clinically ascertained, but little is known about the psychological impact of receiving genetic results in this setting. The current study sought to further the understanding of individuals' psychological response to receiving an actionable genetic test result from genomic screening. Telephone surveys were conducted with patient-participants at 6 weeks and 6 months post genetic result disclosure between September 2019 and May 2021 and assessed emotional response to receiving results via the FACToR, PANAS, and decision regret scales. Overall, 354 (29.4%) study participants completed both surveys. Participants reported moderate positive emotions and low levels of negative emotions, uncertainty, privacy concern, and decision regret over time. There were significant decreases in negative emotions (p = 0.0004) and uncertainty (p = 0.0126) between time points on the FACToR scale. "Interested" was the highest scoring discrete emotion (T1 3.6, T2 3.3, scale 0-5) but was significantly lower at 6 months (<0.0001). Coupled with other benefits of genomic screening, these results of modest psychological impact waning over time adds support to clinical utility of population genomic screening programs. However, questions remain regarding how to elicit an emotional response that motivates behavior change without causing psychological harm.

Visible green space predicts emotion: Evidence from social media and street view data

Social media data are increasingly used to examine associations between environmental exposures and mental wellbeing. In particular, studies highlight that exposure to natural outdoor environments (NOEs) is associated with fewer negative emotions. Also, people in socioeconomically disadvantaged neighbourhoods tend to benefit more from NOEs than their counterparts in more privileged neighbourhoods ("equigenic" effects). However, exposure to NOEs is principally studied with remotely sensed data that fail to measure peoples' lived experience and the visible environment at eye-level. The current study explored relationships between two forms of NOEs (green and blue spaces) using Tencent Map street view imagery and negative emotions from social media Weibo microblogs in 1540 neighborhoods of Guangzhou, China. Negative emotions and exposure to visible green and blue space were assessed at the neighborhood-level (averaged by neighborhood). Higher levels of visible green space were associated with lower levels of negative emotions (3rd quartile: coefficient [coef.] = −0.006, 95% confidence interval [CI] = −0.012 to −0.000; 4th quartile: coef. = −0.007, CI = −0.013 to −0.001), and these associations were stronger during non-work times. No associations were observed for visible blue space except in interactions with socioeconomic status (SES); blue space provided an equigenic effect whereby people in lower-SES neighborhoods expressed fewer negative emotions than other lower-SES neighbourhoods without blue space. Because negative emotions are strongly linked to depression and anxiety, the importance of green and blue space visible at eye-level should be considered when promoting equitable public health.

Profiles of Wellbeing in Soft and Hard Mountain Hikers.

The aim of the study was to analyze the wellbeing profiles in a group of Polish mountain hikers. The study involved 242 young people (M = 23.50; SD = 4.40) who completed various wellbeing scales: The Oxford Happiness Questionnaire (OHQ), Meaning of Life Questionnaire (MLQ), Positive and Negative Affect Scale (PANAS), Time Satisfaction Scale (TSS), Hope Scale, General Self-Efficiency Scale, Ego Resiliency Scale, Revised Life Orientation Test (LOT-R), and Adventure-Seeking Behavior Scale. Cluster analyses revealed two types of mountain hikers: hard adventure hikers and soft adventure hikers, with different profiles of subjective wellbeing. Hard adventure hikers most often revealed high levels of life satisfaction, control of life, meaning of life, and positive emotions, along with low levels of negative emotions. Moreover, these hikers revealed high levels of satisfaction in various time perspectives (past, present, and future) and a high level of psychological capital. On the other hand, soft adventure hikers most often revealed an average level of satisfaction with life, control of life, and positive emotions, average satisfaction in the past and present time perspective, and average levels of psychological capital. Soft adventure hikers also revealed higher levels of negative emotions and satisfaction in the future time perspective. The present research indicated that mountain hikers are not a homogenous group. The profiles of wellbeing in the hikers varied depending on the type of stimulating behavior in a natural environment.

An informed audience: The effects of constructive television news on emotions and knowledge

The aim of this study was to gain more insight in the way people process information after watching constructive news. In this regard, an experiment ( N = 575, 18 – 90 years old) was conducted to investigate how constructive, compared to nonconstructive, news reporting affected information processing (i.e., factual and perceived knowledge) of television news, and whether emotions caused by the news mediated this relation. For this experiment the topics of two socially relevant issues were used; plastic waste in the ocean and the housing market. Results showed that constructive reporting elicited lower levels of negative emotions and higher levels of positive emotions compared to nonconstructive news. Moreover, we found that the mediation of emotions was largely dependent on the topic of the news. While more negative feelings led to more factual knowledge of the housing market topic, an increase of positive emotions led to higher perceived knowledge scores on both the housing market and plastic waste topic. These results stress the importance for both researchers and journalists to balance constructive news elements in news reporting in order to optimize information processing of the audience.

Achievement Emotions in Online vs. In-Person Lectures

This study compared the achievement emotions of Egyptian undergraduates in online versus in-person classes. A sample of 147 students completed an adapted version of the Achievement Emotions Questionnaire concerning class-related matters. Additionally, 50 students completed written interviews regarding their emotional reactions. The results showed that students experienced higher levels of positive emotions and lower levels of negative emotions in in-person classes as compared to online classes. In terms of in-person classes, students appreciated having direct contact with teachers and other students and enjoyed better understanding of the lectures. However, they did not feel comfortable about asking/answering questions or taking sudden tests/quizzes. In terms of online classes, students appreciated feeling comfortable at home, saving time/effort as they did not commute to the university and having more accessible learning resources. However, they faced several technical problems and did not manage well with the lack of direct interaction with teachers and other students.

0233 Sleep Quality and Disturbances, Emotional Regulation and Resiliency in Adolescents during the COVID-19 Pandemic

Abstract Introduction The COVID-19 pandemic continues to evolve internationally, increasing levels of psychological stress in adolescents around the world, and thereby increasing their risk for emotional disorders associated with chronic stress. This ongoing threat to adolescents’ mental health requires that we identify factors that contribute to their ability to cope with situations shown to carry significant risks, such as the COVID-19 pandemic (i.e., their resiliency).Negative emotions are associated with chronic stress, and factors that reduce levels of negative emotions are associated with improved resiliency. Healthier sleep is associated with lower levels of negative emotions. Cognitive reappraisal (changing the way one thinks about potentially emotion-eliciting events) is an emotional regulation strategy that downregulates negative emotions. However, there is little information about the associations between sleep quality, emotional regulation, and resiliency in adolescents. The present study sought to fill this gap by examining the associations between adolescents’ sleep quality and disturbances, emotional regulation strategies and adolescents’ resiliency during the COVID-19 pandemic. Methods Forty-five adolescents (M=13.47, SD=1.7 years) participated in the study during the first wave of the COVID-19 pandemic in Canada (May 15 to June 30, 2020). The Pittsburgh Sleep Quality Index was used to assess adolescents’ self-reported sleep quality and disturbances. The Emotion Regulation Questionnaire was used to assess respondents' tendencies to regulate their emotions using cognitive reappraisal or expressive suppression. The Connor-Davidson Resilience Scale was used to measure resilience. Behavioral/emotional problems were assessed before the pandemic using the Youth Self Report (YSR). Results Hierarchical multiple linear regression analyses revealed that lower levels of sleep disturbances and frequent use of cognitive reappraisal to regulate emotions were associated with a higher level of resiliency during the COVID-19 pandemic, above and beyond the contributions of gender or pre-pandemic emotional or behavioral problems. Conclusion Better sleep quality and the habitual use of an emotional regulation strategy that is effective in downregulating negative emotions are associated with higher resiliency in adolescents facing the COVID-19 pandemic. The cross-sectional nature of the study does not allow the inference of causation. Support (If Any) CIHR 418638 to Reut GruberRGPIN-2015-04467 to Reut Gruber

And they all lived unhappily ever after: Positive and negative emotions in American and Russian picture books.

The U.S. and Russian cultural contexts are thought to foster different models of emotion, with the former emphasizing positive emotions more and negative emotions less than the latter. Little is known about the ways in which parents transmit these models of emotions to children. Cultural products, such as popular storybooks, may serve to provide important tools of transmission. Two studies examined similarities and differences in the extent to which children's books from these cultural contexts depict emotions. In Study 1, U.S., Russian American, and Russian parents described the extent to which books that they recently read to their children depict positive and negative emotions. Although no differences emerged for depictions of positive emotions, U.S. parents described reading books with lower levels of negative emotions than Russian parents, with Russian American parents in between. These differences were partially due to parental beliefs about sadness. In Study 2, verbal and nonverbal depictions of emotions were compared for sets of popular children's books from the U.S. and Russia. U.S. books verbally referenced anger and sadness and depicted happiness, anger, and fear faces less frequently than Russian books. Taken together, these studies suggest that American and Russian parents value and expose their children to different depictions of emotions, particularly negative emotions. Future studies need to examine the ways in which children in these cultural contexts interpret depictions of emotions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Is chatting with a sophisticated chatbot as good as chatting online or FTF with a stranger?

Emotionally-responsive chatbots are marketed as agents with which one can form emotional connections. They can also become weak ties in the outer layers of one's acquaintance network and available for social support. In this experiment, which was designed to study the acquaintance process, we randomly assigned 417 participants into three conditions: face-to-face (FTF) chat with a human, online chat with a human, and online chat with a commercially-available, emotionally-responsive chatbot, Replika. After a 20-min getting-acquainted chat, participants reported their affective state and relational evaluations of the chat. Additionally, all chats were recorded and text analyzed using the Linguistic Inquiry and Word Count (LIWC) program. In all conditions, participants reported moderate levels of positive emotions and low levels of negative emotions. Those who chatted FTF with a human reported significantly more negative emotions than those who chatted with a bot. However, those who chatted with a human also reported more homophily with and liking of their chat partner and that their partner was more responsive. Meanwhile, participants had fewest conversational concerns with the chatbot. These findings have implications for future computer-mediated interaction studies: conversations with chatbots appear to have different affordances and effects on chatter enjoyment and conversational concerns in getting-acquainted contexts. These results may help designers improve reception and marketability for chatbots in consumer markets.

Student achievement emotions: Examining the role of frequent online assessment

The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics course (n = 91) were analysed using both quantitative and qualitative approaches, through the lens of the control-value theory. The study used an adaptation of the Achievement Emotions Questionnaire (AEQ) to collect data on reported student emotions in both assessments, as well as qualitative data on student’s views of the frequent online assessment. Students reported higher levels of positive emotions and lower levels of negative emotions in an online quiz compared to the test, and we attempted to identify sources of these differences. The findings are discussed together with implications for habitualisation of assessment emotions. Practically grounded generalisations are outlined as opportunities for disrupting negative emotions and reaffirming positive emotions, which are suitable for implementation in higher education on a broad scale.
 Implications for practice or policy:
 
 For educators designing tertiary assessment aimed at promoting positive and reducing negative emotions, we advise incorporating features that students perceive as allowing them greater control over obtaining success.
 Specifically, we advise incorporating frequent low stakes online quizzes into tertiary courses.
 These present opportunities for students to habitualise positive assessment-related emotions, which correlate with performance and constructs such as self-efficacy.
 The Achievement Emotions Questionnaires (AEQ) can be adapted to investigate achievement emotions in different forms of assessment.

University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender

Although the effectiveness and experiences of computer-based examinations is a widely investigated area of research, the question of whether and how computer-based assessment limits or heightens the experience of negative test emotions remains largely unexamined. Drawing from the control-value theory of achievement emotions, we investigated undergraduate students’ emotions during an authentic, course-based assessment in a computer-based testing environment, as well as predictors and outcomes associated with their emotions. We found that students (N = 74) in a computer-based testing environment reported lower levels of negative emotions than their typical negative test emotions. Females and males performed equally in the examination, yet females reported higher retrospective negative emotions. Consistently, females reported higher levels of typical test-taking anxiety in prior examinations, but they reported lower anxiety in a computer-based environment. Finally, although typical and retrospective emotions were correlated, only retrospective emotions were associated with examination performance. We discuss the importance of testing environments and time-frames in understanding how to support students’ emotions in testing with particular emphasis on implications for online assessment.

The attitudes and feelings of mental health nurses towards adolescents and young adults with nonsuicidal self-injuring behaviors

BackgroundAttitudes towards patients with self-harm behaviors are decisive for the quality of the relationship of healthcare professionals towards them, which is further linked to successful treatment. In mental health settings, nurses are the ones spending the longest time caring for these patients. Nurses often experience negative emotions while delivering care which may lead to professional burnout and suboptimal patient care. The purpose of this study was to explore the feelings and attitudes of nurses working in different psychiatric hospital settings toward adolescents and young adults with non-suicidal self-injury (NSSI).Subjects and methodsThe subjects were nurses from the tertiary psychiatric hospital who deliver mental health care to patients with NSSI on a daily basis (n = 76; 20 males, 56 females; average age 42 ± 8 years; average working experience 20 ± 9 years). Data were collected via a self-report questionnaire consisting of three parts (sociodemographic data, Emotional Burden, Adapted Self-Harm Antipathy-Scale). In the latter two parts of the questionnaire, the subjects rated their level of agreement with the emotions and statements on a five-point Likert scale. Nonparametric tests were used for statistical analysis. The statistical significance was set to p < 0.05.ResultsThe emotions of nurses towards patients with NSSI were not very negative and the attitudes were positive. Powerlessness was the most prevalent (3.55 ± 1.038) of the studied emotions, followed by uncertainty (3.21 ± 1.225). The subjects disagreed with feeling anger (2.34 ± 1.17) and despair (2.07 ± 1.09) and were undecided about being afraid (3.07 ± 1.2). The nurses with higher education felt more negative emotions than those with medium education. Education did not affect nurses’ attitudes. The nurses from non-psychotherapeutic units felt more negative emotions and less positive attitudes than those from psychotherapeutic units. Gender did not affect the emotions felt towards patients, but the female nurses held more positive and less negative attitudes.ConclusionsThe respondents expressed low levels of negative emotions and positive and caring attitudes towards patients with NSSI, indicating a good predisposition for empathetic work and long-term burnout prevention. However, the differences observed with regards to education, gender and especially working environment indicate the different needs for environmental, educational and supervisory support.