Negative Affect Research Articles

The Impact Mechanism of Negative Academic Emotions on Academic Procrastination: The Mediating and Moderating Roles of Self-Efficacy and Goal Orientation

Academic procrastination is a widespread phenomenon among college students, significantly affecting their academic performance and mental health. Although previous studies have suggested a relationship between negative academic emotions and academic procrastination, the underlying mechanisms of this relationship remain insufficiently explored. Based on theoretical analysis and a review of the literature, this study utilizes structural equation modeling to examine the effects of negative academic emotions, self-efficacy, and goal orientation on academic procrastination. The results indicate a significant positive correlation between negative emotions and academic procrastination. Furthermore, self-efficacy fully mediates the relationship between negative academic emotions and academic procrastination, while goal orientation plays a moderating role in this relationship. This study reveals the intricate relationships between negative academic emotions and academic procrastination among Chinese college students, emphasizing the importance of enhancing self-efficacy and goal orientation to prevent procrastination. It provides theoretical and empirical support for improving learning efficiency and academic achievement, as well as for designing interventions to address academic procrastination.

Exploring students’ perceptions and emotional responses to video and written feedback

Effective feedback is crucial to foster student motivation, clarify expectations and promote self-reflection and accountability. Although evidence from research findings show that video feedback is effective, written feedback remains the dominant method used. This research uses a between-group design to examine students’ perceptions of video and written feedback and their emotion on the feedback. A sample of 389 first-year undergraduate management students participated in a survey evaluating feedback for relevance, clarity, and helpfulness. Overall, all students were positive about the feedback they received with those who received video feedback giving higher ratings on the three areas. Comparisons between recipients of video and written feedback on positive emotions yielded significant differences that were not present when comparing on negative emotions.

“Being, Like, Their Parents Throughout Their Lifetime”—House Parents' Perceptions of Their Role in the Family‐Style Group Care

ABSTRACTBased on the concepts in Katz and Kahn's role theory model this qualitative research examines the role perception and experience of house parents in the family‐style group care, a type of out‐of‐home placement model for at‐risk children who cannot reside with their birth families. Semistructured interviews were conducted with 18 house parents (both men and women) to gain insights into their role perception and experience. The findings revolved around three central themes: motivation for choosing the role (search for meaning, previous exposure to the role and childhood experiences); role perception (parental and administrative); and experiencing the role, in terms of positive and negative emotions. The theoretical significance of this research lies in understanding the unique role perception of house parents, distinct from the corporate world. In comprehending the role of house parents, its nature and its impact on the well‐being of individuals in this role, social workers can improve house parent training and contribute to the mental well‐being of children growing up in these settings.

Homework quality and student achievement: the mediating role of motivation and emotions

ABSTRACT This study examined the direction and strength of relationships between homework quality (homework quality, feedback quality, autonomy support), homework motivation (expectancy and value), negative homework emotions, homework behaviour (homework time, homework completion) and academic achievement. Research data were collected from 628 secondary school students. The study tested two theoretical models. According to the findings, students’ motivation to do homework increases in parallel with an increase in teacher effort in selecting homework topics and providing feedback. Similarly, practices that provide autonomy in the homework process are also associated with increased motivation. The increase in homework quality leads to a decrease in negative emotions associated with homework. In parallel with the increase in homework quality, there is also an increase in homework completion behaviour. The relationship between homework quality and homework behaviour and academic achievement is mediated by homework motivation, but not by negative homework emotions. Expectancy and value are positively related to both homework completion and academic achievement. Expectancy and value are positively related to each other and negatively related to negative homework emotions.

Negative Emotion (dys)regulation Predicts Distorted Time Perception: Preliminary Experimental Evidence and Implications for Psychopathology

ABSTRACTObjectiveAccurate time perception is crucial to daily life but vulnerable to interference, particularly through negative affect, which dilates individuals' sense of time passing. Regulation strategies like rumination, and disorders like borderline personality disorder (BPD), are linked to time distortion, yet their interrelationships remain untested. We investigated whether rumination and BPD symptoms increase time dilation in negative affective states to understand the clinical implications of time distortion.MethodsIn an online pilot study, we tested whether negative affect (NA) predicts subjective time perception and explored how rumination, BPD symptoms, and their interaction predicted time perception using a between‐subjects online experimental mood induction. Adult participants (Ncombined = 760) were recruited from Prolific Academic and a large, Midwestern U.S. university.ResultsState NA and increased BPD features predicted increased time dilation. The role of trait‐level rumination was nuanced, with individuals low in BPD symptoms and elevated trait rumination exhibiting reduced time dilation in response to NA. Conversely, those with elevated rumination and BPD symptoms reported increased time dilation in the neutral condition.ConclusionFindings offer foundational evidence of NA and rumination's roles in time dilation for individuals across levels of BPD symptom endorsement. Subsequent replication and extension could flesh out these relationships and inform psychotherapeutic treatment targets.

Exploring patient perspectives on the impact of resuming cost sharing: a qualitative analysis

IntroductionThe ACCESS trial showed that those who received a copayment elimination benefit had a modest improvement in their adherence to medications, but no improvement in clinical outcomes. This is consistent with other studies that have demonstrated that time-limited copayment elimination was welcomed by participants. However, the removal of such benefits can be problematic, as participants may have become accustomed to receiving the benefit, and made changes to their spending that would need to be reconsidered. We aimed to explore participants’ experience with resuming cost sharing for their medications at the end of the ACCESS trial and if this experience influenced their willingness to participate in future trials like ACCESS.MethodsWe conducted semi-structured interviews with 21 former participants of the ACCESS trial who were receiving the copayment elimination intervention, with discussions focused on the loss of the copayment elimination. The interviews were recorded, transcribed, and analyzed in duplicate using thematic analysis.ResultsFour primary themes emerged from the analysis, including emotionality regarding loss of benefits; notification of benefit termination, describing tangible losses from coverage ending, but resistance to acknowledging negative impacts; and acceptability of receiving a temporary financial benefit. Many participants described negative emotions around the loss of coverage and concern about affording care for their chronic diseases. Despite negative emotions about the end of their study benefit, participants generally had a positive view of the study and would participate again in a future study of this nature.ConclusionThe positive tangible and emotional benefits of the copayment elimination over 3 years outweighed the negative emotions and impacts associated with having to become reaccustomed to life without it.Patient and public contributionWithin the ACCESS trial, participants were involved in the design, modification, and implementation of the program using multiple focus groups. The current study aimed to engage patients to provide input on their experience and engagement with the copayment elimination program.

The Central Role of Daily Hopeful Feelings in Predicting Well‐Being: A Network Perspective

ABSTRACTObjectiveHope is associated with many positive outcomes. However, most research on hope has focused on its cognitive aspect, with few studies examining the affective aspect. To further clarify the nature of hope and its association with well‐being, this study examined the relationship between the affective aspect of hope—namely, hopeful feelings—and various aspects of well‐being.MethodA daily diary analysis was conducted with 187 Chinese adults (meanage = 28.17 ± 5.56). Hopeful feelings and affective (positive and negative emotions), eudaimonic (meaning in life), and evaluative (life satisfaction) aspects of well‐being were assessed twice per day (morning and night) for 14 consecutive days. A multilevel vector autoregressive model was used to investigate the temporal, contemporaneous, and between‐person networks of hopeful feelings with positive emotion and well‐being.ResultsHopeful feelings had the strongest outstrength in the temporal networks and were the most central node in the between‐person networks. In addition, hopeful feelings exhibited significant cross‐lagged predictive roles on all the well‐being nodes except negative emotion.ConclusionsThese findings revealed a close association between hopeful feelings and well‐being, with hopeful feelings predicting various aspects of daily well‐being. Future interventions to improve well‐being should focus on the enrichment of daily hopeful feelings.

The influence of emotions on science teaching: a case study with three early childhood education teachers

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

Changes in Negative Emotions Across Five Weeks of HRV Biofeedback Intervention were Mediated by Changes in Resting Heart Rate Variability

AbstractResting heart rate variability (HRV) is typically higher in those with better emotional well-being. In the current study, we examined whether changes in resting HRV mediated changes in negative emotions during a 7-week clinical trial of HRV biofeedback. Younger and older adults were randomly assigned to one of two daily biofeedback practices for 5 weeks: (1) engage in slow-paced breathing to increase the amplitude of oscillations in heart rate at their breathing frequency (Osc+); or (2) engage in self-selected strategies to decrease heart rate oscillations (Osc−). We assessed negative emotion using the State Anxiety Inventory (SAI) and Profile of Mood States (POMS). Resting HRV at pre-intervention was significantly higher among those with lower negative emotion scores. Those participants showing greater increases in resting HRV showed greater decreases in negative emotion. In a mediation model with all participants, resting HRV changes significantly mediated the relationship between training performance (i.e., heart rate oscillation during practice sessions) and changes in negative emotion. However, additional analyses revealed this mediation effect was significantly moderated by condition and was only significant in the Osc+ condition. Thus, resting HRV changes mediated how biofeedback to increase amplitude of heart rate oscillations reduced negative emotion.

Psychotic-like Experiences and Underlying Mechanisms: An Integrative Model of ADHD Symptoms, Rumination, Negative Affect, and Trauma Experience

Background: Psychotic-like experiences (PLEs) are low-intensity subclinical phenomena, often transient in nature. The etiology of PLEs primarily involves neurodevelopmental changes, trauma exposure, and maladaptive coping styles. Attention-Deficit/Hyperactivity Disorder (ADHD) is considered to be one of the factors that increase the risk of future psychosis. Furthermore, ADHD symptoms predict a heightened incidence of traumatic experiences, ruminative thoughts, and negative affect (NA). This present study examines whether rumination and NA mediate the relationship between ADHD symptoms and PLEs and whether trauma experiences moderate these pathways. Methods: A total of 188 participants (72% female) aged 18–35 completed questionnaires assessing ADHD symptoms and traumatic experiences and took part in a seven-day experience sampling method (ESM) procedure, completing ratings of PLEs experiences, the intensity of ruminations, and NA. Results: Correlation analysis showed significant relationships between all tested variables. Serial mediation analysis revealed a significant indirect effect of rumination and NA in the link between ADHD symptoms and PLEs. There was no significant impact of trauma experience in this relationship. Conclusions: Our study underscores the important role of rumination and NA in the co-development of ADHD symptoms and PLEs. Future research should consider investigating the intra-individual dynamics of ADHD and trauma using ecologically valid research methods in the context of PLEs to better understand these complex relationships.

The Role of Spiritual Well-Being in Spanish Cancer Patients: Exploring the Relationship Between Health, Religiosity and Spirituality, and the Underlying Psychosocial and Behavioral Pathways

ABSTRACT This study aims to examine the interactions of spiritual well-being with different psychosocial and behavioral aspects that have been proposed in the literature as pathways underlying the relationship of religiosity and spirituality (R/S) with physical health, specifically in cancer patients (N = 351). Using a cross-sectional research design, a series of hierarchical regression analyses show the predictive power of different elements of R/S (attachment to God, religious practice, commitment and coping, and spiritual experiences) on spiritual well-being. In turn, spiritual well-being (meaning/peace and faith) predicts gratitude and compassion (as psychological pathways). Thus, finally, spiritual well-being, together with gratitude and compassion, correlates to the rest of the psychological (positive and negative emotions), social (social support) and behavioral (healthy behaviors) pathways to different extents. Spiritual well-being may play an important role in understanding the relationships between R/S and health, so considering it along with its associated factors may be key to improving the health and quality of life of people affected by cancer in Spain.

Embracing the hybrid experience: Uncovering the emotional effects of synchronous hybrid education on undergraduate university students

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

Psychopathological Aspects of Parasuicidal Behavior in Adolescents and Young Adults

Objective. The aim of this study was to determine the psychopathological symptoms associated with self-harming behavior in order to develop preventive measures.Materials and Methods. We included individuals aged 18 to 35. The main group consisted of individuals with a history of self-harming behavior, while the control group included individuals without any history of self-harming behavior. All participants completed a structured interview and the following questionnaires: SCL-90-R, the questionnaire of propensity to deviant behavior, and the «Coping Behavior Methods» questionnaire. We assessed the severity of psychopathological symptoms, motivation, and other characteristics of self-harming behavior.Results. A total of 77 participants were included, divided into the main (n=39) and control (n=38) groups. Correlations were identified between the main characteristics of self-harming behavior. According to the SCL-90-R questionnaire, individuals with a history of self-harming behavior had higher scores in somatization, obsessions, sensitivity, depression, anxiety, hostility, phobic anxiety, paranoia, and psychoticism (p<0.01). The «avoidance» coping strategy was more prevalent in the main group (p<0.05). According to the questionnaire of propensity to deviant behavior, individuals in the main group had higher scores in overcoming rules, aggression and violence, volitional control, and addictive, self-destructive, and delinquent behavior (p<0.05). There were correlations between the regularity of self-harming behavior and the use of multiple types of self-harming behavior (r=0.497; p<0.01), pursuit of internal goals (r=0.333; p<0.05), occurrence of positive emotions after self-harm (r=0.352; p<0.05), increasing desire to stop this behavior (r=0.359; p<0.05), and difficulty achieving remission (r= –0.553; p<0.01). Experiencing negative emotions after an act of self-harm was negatively associated with the use of multiple types of self-harming behavior (r= –0.412; p<0.01) and addictive behavior (r= –0.408; p<0.05).Conclusion. Adolescents and young adults with a history of self-harming behavior differ significantly from their peers in the presence of concomitant psychopathological symptoms. The regularity of self-harming behavior is associated with the use of multiple types of self-harming behavior and difficulty achieving remission. Our findings have clinical significance and may be incorporated into the development of preventive measures.

Effects of communication mode on EFL learners’ engagement and request learning

This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power.

Needing to shout to be heard? Caregiver under‐responsivity and disconnection between vocal signaling and autonomic arousal in infants from chaotic households

AbstractChildren raised in chaotic households show affect dysregulation during later childhood. To understand why, we took day‐long home recordings using microphones and autonomic monitors from 74 12‐month‐old infant–caregiver dyads (40% male, 60% white, data collected between 2018 and 2021). Caregivers in low‐Confusion Hubbub And Order Scale (chaos) households responded to negative affect infant vocalizations by changing their own arousal and vocalizing in response; but high‐chaos caregivers did not, whereas infants in low‐chaos households consistently produced clusters of negative vocalizations around peaks in their own arousal, high‐chaos infants did not. Their negative vocalizations were less tied to their own underlying arousal. Our data indicate that, in chaotic households, both communicating and responding are atypical: infants are not expressing their levels of arousal, and caregivers are under‐responsive to their infants' behavioral signals.

Effects of cognitive flexibility on dynamics of emotion regulation and negative affect in daily life

ABSTRACT Background Cognitive flexibility is a key factor underlying emotion regulation (ER) and mental health. However, the impact of cognitive flexibility on flexible deployment of ER strategies in changing contexts remains unknown. This study investigated the effects of cognitive flexibility on two noteworthy ER constructs (strategy use and flexibility) and examined downstream impacts on negative affect. Methods Healthy adult participants (N = 202) completed a 10-day experience sampling protocol. Cognitive flexibility, daily ER (including flexibility and ten specific strategies) and negative affect in daily life were measured. We conducted multilevel regression and mediation models to examine associations among cognitive flexibility, daily ER, and negative affect in daily life. Results Higher cognitive flexibility predicted higher ER flexibility – indicated by strategy – situation fit, use of meta-ER skills and between-strategy variability – as well as higher use of reappraisal and problem solving, but lower use of worry. Mediation analyses suggested that enhanced ER flexibility and reduced use of worry linked cognitive flexibility to reduced negative affect. Conclusions Overall, findings have important implications for understanding the effects of cognitive flexibility on rigid versus flexible ER in ever-changing situations.

New Pathways for Digital Health Technology Interventions for Workplace Anxiety

This study focuses on exploring new paths of digital health technology (DHT) intervention for workplace anxiety in the context of artificial intelligence. By exhaustively analyzing the current situation and causes of workplace anxiety and combining the latest advances in current artificial intelligence and digital health technology, this study successfully constructed a DHT-based workplace anxiety intervention model. The empirical results show that the model can accurately identify, scientifically assess and effectively alleviate anxiety symptoms in the workplace, significantly improving participants' negative emotions such as irritability and exhaustion, as well as significantly enhancing their emotion regulation ability. This study not only introduces an innovative approach to the field of workplace mental health intervention, but also provides strong support for improving employee mental health and promoting sustainable development of enterprises.

The Nature and Influencing Factors of Malevolent Creativity

Creativity can be divided into two sides, not only positive but also negative. Malicious creativity will bring great harm to society. This paper introduces the concept and background of malicious creativity, the causes of malicious creativity, and discusses the influence of individual factors (such as negative emotions, empathy and psychological resilience) and environmental factors (such as childhood trauma, parenting, approach-avoidance motivation and social exclusion) on malicious creativity. It reveals the complex mechanism behind the development of malicious creativity. Finally, it discusses how psychological intervention and social support measures can prevent and reduce the occurrence of malicious creativity and promote social harmony and stability. By systematically identifying and understanding the key factors affecting malicious creativity, we can take early preventive measures to reduce its negative social impact. This study provides a foundation for the healthy development of individual psychology and the establishment of a safer, more active and innovative social environment.

Perinatal care in the earthquake disaster of the century: Nurses’ and midwives’ experiences

AbstractAimTo determine the experiences of nurses and midwives providing perinatal care in an earthquake area.BackgroundOn February 6, 2023, two earthquakes measuring 7.8 and 7.6 magnitudes struck Turkey, affecting a large area. It is crucial for perinatal care to be rapidly organized, provided under the most suitable conditions, and delivered by qualified health professionals. Understanding the post‐disaster experiences of nurses and midwives is crucial to addressing this issue.MethodThis is a qualitative study using phenomenological methodology with 8 nurses and 12 midwives in the earthquake‐affected area. Personal information and semistructured interview forms were used for data collection. Content analysis was used for data analysis.ResultsParticipants had a mean age of 33.75 years. The experiences of nurses and midwives were grouped into five themes: emotions experienced, challenges encountered, problems in perinatal services, coping mechanisms, and recommendations. The emotions experienced theme encompasses both positive and negative emotions. The challenges encountered theme includes challenging environmental conditions, organizational issues, problems with medical supplies and drugs, and being a victim of the earthquake. The problems in perinatal services theme includes pregnancy, childbirth, and postpartum services. The coping mechanism's theme encompasses problem‐focused and emotion‐focused coping strategies. The recommendations theme includes education and awareness, preparedness for disasters, and sustainable services.Implications for nursing/midwifery and health policyNurses and midwives working in the earthquake‐affected area experienced numerous physical and psychological challenges and encountered difficulties in delivering health services. A disaster education course including simulated disaster drills and practice can be integrated into the education system. Strengthening healthcare facilities against disasters and raising awareness among the community are crucial.

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.