Low Levels Of Negative Emotions Research Articles

Asymmetrical Effects of Functional Dissimilarity on Identification, Emotion and Behavior in Surgical Teams.

We argue that, when status differences between lower- and higher-status team members are well established, intergroup relations are driven by status competition among higher-status team members and collaboration among lower-status team members. Supporting these arguments, we found that higher-status team members facing higher levels of professional dissimilarity (i.e., working with higher proportions of lower-status team members) reported fewer instances in which colleagues accused them of incompetence or breached norms of professional conduct; the latter resulted in lower levels of negative emotions and negative behaviors. Lower-status team members reported higher levels of these outcomes when working with higher proportions of higher-status team members.

Parenting Styles and Children’s Emotional Development during the First Grade: The Moderating Role of Child Temperament

This study investigated the associations between parenting styles (affection, behavioral control, and psychological control) and children’s emotional development (emotion expression) during the first grade of primary school, and the moderating role of children’s temperament (easy, difficult, and inhibited) in these associations. Mothers and fathers of 152 children responded to a questionnaire concerning their parenting styles and their child’s temperament at the beginning of their child’s first grade (Time 1). They also filled in a structured diary questionnaire concerning their child’s negative and positive emotions over seven successive days (diary) at the beginning (Time 1) and at the end (Time 2) of their child’s first grade. The results showed that mothers’ psychological control at Time 1 was associated with a subsequent high level of negative emotions among children, independently of the child’s temperament. Mothers’ high affection, in turn, was associated with subsequently low levels of negative emotions, particularly among children with inhibited temperament. Mothers’ behavioral control, on the other hand, was associated with low levels of negative emotions among children with difficult temperament. Fathers’ psychological control was associated with subsequently high levels of negative emotions among children with difficult temperament. No associations were found between parenting styles and children’s positive emotions.

Un viaje de exploración interior: Emociones y estado de ánimo en la práctica motriz introyectiva

This study examines the effects that motor introjective activities of a cooperative nature had on the emotional experience and mood of a group of 91 undergraduates. The aims were 1) to investigate whether these kinds of activities affected the intensity of the positive, negative and ambiguous emotions reported by males and females, 2) to determine whether they modified the intensity of mood states, and 3) to examine whether a background in sport had an effect on the intensity of the emotional experience and mood states reported. Data were collected by means of the Games and Emotions Scale (GES) and the Profile of Mood States (POMS), and they were analysed using a model based on generalized estimating equations (GEE). The cooperative introjective motor activities evoked high levels of positiveemotions, intermediate levels of ambiguous emotions and low levels of negative emotions. Following participation in the cooperative activities the students gave significantly lower ratings on three factors of the POMS: tension-anxiety, anger-hostility and vigour-activity. Students with a sporting background reported less intense negative emotions and gave lower ratings on the tension-anxiety factor. It can be concluded that these kinds of cooperative activities stimulate the experience of positive emotions and have a positive effect on the participants’ mood.

Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their self-reported levels of teaching-related engagement, emotions, and emotional exhaustion. In particular, we tested a 2-component model of teachers' need for relatedness, with representation of the need for relatedness with students and the need for relatedness with colleagues. One thousand and forty-nine teachers participated in 3 studies. In Study 1 (n = 409), we tested a model that examined how perceptions of autonomy support are associated with teachers' relatedness with colleagues and students and how relatedness subsequently predicts teaching engagement and emotional exhaustion. In Study 2 (n = 455), we tested a full SDT model, hypothesizing that perceptions of autonomy support lead to satisfaction of teachers' needs for autonomy, competence, and relatedness with colleagues and students, which in turn lead to teachers' engagement and expression of emotions (anxiety, anger, and enjoyment). In Study 3 (n = 185), we used scenarios to test participants' beliefs about 2 hypothesized teachers, 1 with high student and low peer relatedness and the other with low student and high peer relatedness. Results from the 3 studies consistently emphasize the finding that for teachers, satisfaction of the need for relatedness with students leads to higher levels of engagement and positive emotions, and lower levels of negative emotions, than does satisfaction of the need for relatedness with peers.

Psychometric Assessment of the Emotional Reactions Instrument-Korean (ERI-K) to Measure Korean Children’s Emotional Reaction to Hospitalization

The purpose of this study was to test psychometric properties of the Emotional Reactions Instrument-Korean (ERI-K). A convenience sample of 170 hospitalized Korean children was recruited. Each child was asked to describe how she or he felt during hospitalization, through the ERI-K and the Facial Affective Scale. Surprisingly, children reported lower levels of negative emotions and physical discomfort and a moderate level of positive emotion (Happy, Good). Internal consistency reliability of .88 for the 14-item scale provides strong support for reliability. Construct validity was supported by item-to-total correlations ranging between .42 and .65. Exploratory factor analysis identified two factors that explained 54% of the variance. Further testing of the ERI-K is recommended to provide additional evidence of psychometric adequacy across Korean populations.

Working Hours, Coping Skills, and Psychological Health in Japanese Daytime Workers

This study examined the relationship between coping skills, working hours, and psychological health among Japanese daytime workers. Self-administered questionnaires were mailed to a randomly selected sample of 2,000 workers who were members of a pre-recruited market research panel. A total of 1,821 participants responded (response rate=91.1%). Participants completed a questionnaire regarding working hours, coping skills, and psychological health (negative emotions, fatigue, and concentration/activity levels). Analyses of covariance were conducted to determine the relations of number of working hours, coping skills, and their interactions to psychological health with control for sex, age, drinking, job type, and employment type. Results revealed that working hours were significantly associated with fatigue and concentration/activity levels. High levels of instrumental support and positive reframing were significantly associated with low levels of negative emotions, fatigue, and concentration/activity levels. High levels of self-blame, denial, substance use, venting, self-distraction, religion, and behavioral disengagement were significantly associated with high levels of negative emotions, fatigue, and concentration/activity levels. This study suggests that improving coping skills such as using instrumental support or positive reframing may reduce the adverse health effects of long working hours.

Emotional responses to ridicule and teasing: Should gelotophobes react differently?

AbstractThe present study examined the hypothesis that gelotophobia blurs the emotional responses between ridicule and good-natured teasing. Ridicule should induce negative feelings and teasing happiness and surprise in individuals not suffering gelotophobia. Gelotophobes will discriminate less between the two. Their responses to teasing will be similar to ridicule. A sample of adults (N = 105) specified which emotions they would experience in nine scenarios of social interactions pre-selected to represent bullying ridicule or good-natured teasing. Ridicule elicited strong responses of shame, fear and anger, and other negative emotions but low happiness and surprise. Responses of gelotophobes and non-gelotophobes were highly parallel, with the exception that among extreme gelotophobes stronger shame and fear were displayed than among non-gelotophobes. Good-natured teasing seemed to elicit happiness and surprise and low levels of negative emotions among the non-gelotophobes. Among the gelotophobes, however, it was the negative emotions; primarily shame, fear, and anger that were exhibited as the emotional response pattern. In fact, the emotion profile to good-humored teasing was highly similar to the profile in response to the bullying-ridiculing situations. Gelotophobes' perceptions do not discriminate between playful teasing and good-natured teasing. They do not identify the safe and non-threatening quality of the teasing situations. Treatment of gelotophobes should, therefore, involve helping them to identify the play-signals, i.e., the meta-message that the interaction is playful, for fun and that no harm is intended.

Effects of prayer and religious expression within computer support groups on women with breast cancer

Research indicates that two common ways breast cancer patients or women with breast cancer cope with their diagnosis and subsequent treatments are participating in computer support groups and turning to religion. This study is the first we are aware of to examine how prayer and religious expression within computer support groups can contribute to improved psychosocial outcomes for this population. Surveys were administered before group access and then 4 months later. Message transcripts were analyzed using a word counting program that noted the percentage of words related to religious expression. Finally, messages were qualitatively reviewed to better understand results generated from the word counting program. As hypothesized, writing a higher percentage of religion words was associated with lower levels of negative emotions and higher levels of health self-efficacy and functional well-being, after controlling for patients' levels of religious beliefs. Given the proposed mechanisms for how these benefits occurred and a review of the support group transcripts, it appeared that several different religious coping methods were used such as putting trust in God about the course of their illness, believing in an afterlife and therefore being less afraid of death, finding blessings in their lives and appraising their cancer experience in a more constructive religious light.

The experience of positive emotion is associated with the automatic processing of positive emotional words

The current study examines the relationship between attention bias for positive emotional words and self-reported emotional experience. Previous research suggests that the experience of positive emotion momentarily broadens cognitive processes, potentially allowing individuals to build an array of enduring personal resources. However, it is unknown whether the experience of positive emotion also broadens emotional information processing. Participants included 60 healthy undergraduate students who completed measures of psychopathology, self-reported emotional experience, and an emotional Stroop task designed to measure attentional bias to positive and negative emotional information. Results indicate significant associations between reaction times for high-intensity happiness words and self-reported high levels of positive emotion and low levels of negative emotions. These associations were not present for low intensity happiness words. Findings suggest that individuals who experience high levels of positive emotion and low levels of negative emotion demonstrate an attention bias for positive information and, from an information processing perspective, provide insight into the manner in which positive emotions broaden cognitive processes.

Sexual assault on wards: Staff actions and reactions

INTRODUCTIONThe aim of the study was to look at staff practices when patients had been sexually assaulted, and to look at their emotions around an event that normally causes outrage amongst those who deal with it.METHODSA 16-item, five-point questionnaire was supplied to all medical and nursing staff working on five wards of a psychiatric inpatient unit. Demographic details of respondents and their work experience of sexual assault (defined as all forms of sexual touching without consent, including rape) were also noted. There were four additional questions inviting a free text response. Two questions were posed about inpatient sexuality in general, and two about sexual assault.RESULTSStaff generally agreed about what action should be taken in cases of sexual assault and, except for anger, experienced low levels of negative emotions when dealing with cases amongst patients. However, weariness was a key emotion, correlating with post held, levels of anger, depression, and likelihood of helping the patients inform the police. Consultants were the most weary professional group. Free text written responses revealed widespread concern amongst staff that women inpatients forming sexual relationships are vulnerable to exploitation and abuse, and that staff will be blamed in the event of sexual assault.CONCLUSIONPolicy documents should specifically address issues around staff intervention in inpatients’ sexual lives.

The Archival Anatomy of a Disaster: Media Coverage and Community-Wide Health Effects of the Texas A&M Bonfire Tragedy

A community-wide trauma leaves its mark on all aspects of the community. Following the death of 12 Texas A&M students who died as part of an annual bonfire ritual, linguistic analyses of student newspapers and changes in student health center visits were analyzed at both Texas A&M and the University of Texas at Austin. Newspaper reports in the first days after the accident were rich in emotional content and reflect an increase in both self- and collective focus. The coverage of the disaster decreased sharply in the weeks after the accident, became shorter on average, and grew distanced and intellectualized. Compared to news coverage from the University of Texas, the Texas A&M newspaper evidenced lower levels of negative emotions and death-related themes. Consistent with a social stages of coping model, the linguistic shifts covaried with increased rates of illness. However, within two months of the accident, the health of A&M students increased dramatically compared to levels prior to the accident. Implications for the social stages of coping in newsprint and for the collective health in a unique community are discussed.