Positive Affect Research Articles

Narrative nursing for negative emotions in patients with acute pancreatitis: Based on model construction and application

BACKGROUND Acute pancreatitis (AP), as a common acute abdomen disease, has a high incidence rate worldwide and is often accompanied by severe complications. Negative emotions lead to increased secretion of stress hormones, elevated blood sugar levels, and enhanced insulin resistance, which in turn increases the risk of AP and significantly affects the patient's quality of life. Therefore, exploring the intervention effects of narrative nursing programs on the negative emotions of patients with AP is not only helpful in alleviating psychological stress and improving quality of life but also has significant implications for improving disease outcomes and prognosis. AIM To construct a narrative nursing model for negative emotions in patients with AP and verify its efficacy in application. METHODS Through Delphi expert consultation, a narrative nursing model for negative emotions in patients with AP was constructed. A non-randomized quasi-experimental study design was used in this study. A total of 92 patients with AP with negative emotions admitted to a tertiary hospital in Nantong City of Jiangsu Province, China from September 2022 to August 2023 were recruited by convenience sampling, among whom 46 patients admitted from September 2022 to February 2023 were included in the observation group, and 46 patients from March to August 2023 were selected as control group. The observation group received narrative nursing plan, while the control group was given with routine nursing. Self-rating anxiety scale (SAS), self-rating depression scale (SDS), positive and negative affect scale (PANAS), caring behavior scale, patient satisfaction scale and 36-item short form health survey questionnaire (SF-36) were used to evaluate their emotions, satisfaction and caring behaviors in the two groups on the day of discharge, 1-and 3-month following discharge. RESULTS According to the inclusion and exclusion criteria, a total of 45 cases in the intervention group and 44 cases in the control group eventually recruited and completed in the study. On the day of discharge, the intervention group showed significantly lower scores of SAS, SDS and negative emotion (28.57 ± 4.52 vs 17.4 ± 4.44, P < 0.001), whereas evidently higher outcomes in the positive emotion score, Caring behavior scale score and satisfaction score compared to the control group (P < 0.05). Repeated measurement analysis of variance showed that significant between-group differences were found in time effect, inter-group effect and interaction effect of SAS and PANAS scores as well as in time effect and inter-group effect of SF-36 scores (P < 0.05); the SF-36 scores of two groups at 3 months after discharge were higher than those at 1 month after discharge (P < 0.05). CONCLUSION The application of narrative nursing protocols has demonstrated significant effectiveness in alleviating anxiety, ameliorating negative emotions, and enhancing satisfaction among patients with AP.

Affect and executive function dynamics in primary school classrooms: an intensive longitudinal study

ABSTRACT This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three primary school classrooms. Utilising Dynamic Structural Equation Modeling (DSEM), we examined 505 measurements of EF tasks and self-reported affective states over two weeks. The findings reveal significant within-person variability in EF, accounting for 52% of the observed variance, with performance declining later in the day and week. At the within-person level, positive affect was associated with improved EF performance, while negative affect was associated with poorer EF. No significant between-person relationships were found. These results underscore the importance of considering within-person processes and affective experiences in educational settings and highlight the need for further research employing intensive longitudinal methods to better understand the nuanced dynamics of affect and EF in real-world classroom environments.

Hyper-binding: the surprising roles of age and affect.

When irrelevant stimuli are processed and then bound to relevant stimuli in memory, it is known as hyper-binding. Hyper-binding has been demonstrated consistently in older-aged participants, but university-aged participants do not typically show hyper-binding. This phenomenon has been attributed to older individuals having greater difficulty filtering out irrelevant information compared to younger adults. Emotions can also influence how individuals attend to and process information, and older individuals report feeling greater positive, and less negative, affect than younger adults. Low arousal positive affect is associated with greater cognitive breadth and reduced distractor suppression. Therefore, it is possible that differences in affect contribute to the differences in hyper-binding demonstrated for younger versus older adults. In four studies, we measured hyper-binding using a standard hyper-binding task and examined whether individual differences in hyper-binding could be predicted by individual differences in self-reported affect. Study 1 included an online community sample between 18 and 45years of age. Study 2 included university undergraduate students that were tested online. Study 3 participants included university undergraduate students that were tested in the lab. Study 4 participants included an older aged sample that was tested online. Overall, there were no significant relationships between affect and hyper-binding across age samples. Surprisingly, however, significant hyper-binding was observed for all age groups and was not larger for older individuals. The results suggest that individual differences in naturally occurring affect do not meaningfully predict hyper-binding, but the prevalence of hyper-binding across all studies demonstrates it may not be unique to older adults.

An Exploratory Study to Test the Psychometric Properties of Character Strengths-Semantic Differential Scale (CS-SDS) Among Singaporean Adults

Character strengths encompass a set of positive traits that can be manifested through thoughts, feelings, and behaviors. To measure the 24 character strengths, the Character Strengths-Semantic Differential Scale (CS-SDS) was used. The aim of the study was to (a) test the factor structure of CS-CDS and (b) test the convergent validity of CS-CDS with life satisfaction and positive affect, and the divergent validity of CS-SDS with negative affect. In total, 283 Singaporean students (96 males, 35.3%), with a median age of 24–26 years old (42.9%), participated in this study. Exploratory (EFA) and confirmatory factor analyses (CFA) showed the multi-dimensional nature of CS-SDS. Specifically, EFA demonstrated a four-factor model, while CFA identified a five-factor model, showing the dimensions of interpersonal, emotional, restraint, theological, and intellectual. All factors were significantly related to life satisfaction, positive affect, and negative affect. It was concluded that CS-SDS is a psychometrically sound instrument for measuring character strengths in the Asian context. This tool can be used for designing strength-based interventions aimed at promoting well-being and character among students in higher education.

The effectiveness of stress-management-based cognitive-behavioral treatments on anxiety sensitivity, positive and negative affect and hope

The effectiveness of stress-management-based cognitive-behavioral treatments on anxiety sensitivity, positive and negative affect and hope

Regulating and emerging: Extrinsic affect improvement and the emergence of leadership.

Emotions are powerful tools through which formal leaders influence their followers, whether by overt emotional displays or deliberate attempts to regulate their own and others' emotions. This raises the following question: Can the strategic effort to regulate others' emotions help team members emerge as informal leaders? This work demonstrates that extrinsic emotion regulation-a goal-directed action aimed at regulating team members' emotions-can enable individuals to rise to informal leadership positions. We hypothesize that team members who improve group emotions emerge as informal leaders. This was tested in two studies. In Study 1 (a lab study on 25 ad hoc groups; n = 100), individuals recognized for improving group affect were chosen as informal leaders. In Study 2 (a field study of 43 student groups that worked together for 6 weeks; n = 141), individuals who self-reported engaging in extrinsic affect-improving were recognized by their peers as fostering positive group affect and subsequently were chosen as the informal leaders of the group. Notably, our findings show that the impact of extrinsic affect-improving was above and beyond that of intrinsic affect-improving. These results underscore the pivotal role of interpersonal emotion regulation, specifically extrinsic affect-improving, in the emergence of informal leadership and highlight its unique contribution to leadership dynamics within teams. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Correlation of higher right-wing authoritarianism and lower social dominance orientation with greater subjective well-being in China.

The associations between authoritarian personality and subjective well-being remains understudied, especially in China. In addition, as Chinese individuals and Chinese organizations generally attach importance to authority, exploring the matching effect of individual authoritarian personality and organizational culture (OC) can provide information for career selection, talent recruitment and university enrollment. The present study aimed to test associations between authoritarian personality traits (right-wing authoritarian, RWA; social dominance orientation, SDO) and subjective well-being (SWB; including positive affect, PA; negative affect, NA; and life satisfaction, LS) at the general and component-specific levels and the possible moderating role of OC (military or nonmilitary universities) on the associations in Chinese culture for the first time. A total of 6,580 Chinese students from military and nonmilitary universities were surveyed using the Right Wing Authoritarianism Scale, Social Dominance Orientation Scale, Campbell Index of Well-being, Patient Health Questionnaire, and Satisfaction with Life Scale. A higher score on RWA, but lower on SDO, correlated with greater SWB at both the general level and the component-specific levels. The links of RWA/SDO and positive factors (PA/LS) of SWB as well as latent SWB were moderated by the OC (being in military or nonmilitary universities). Specifically, these correlations were stronger for military than for civilian students. Further, although the moderating roles of OC existed in all three subgroups (sex, age, and socioeconomic status [SES] level), the negative link between OC and latent SWB existed in the male, younger, and high-SES individuals, while this link was not significant in female, older, and low-SES ones. The present study extends the findings of the moderating roles of organizational culture on the positive RWA-SWB relationship and the negative SDO-SWB relationship in oriental cultural contexts.

Social Power May Enhance Workplace Initiative: An Experimental Investigation Among Two Samples.

Organizational citizenship behavior (OCB) refers to voluntary actions members take to benefit organizational function. However, the benefits of OCB for organizations are sometimes countered by detriments for employees who exhibit them, resulting in threats to organizational members' psychological wellbeing. The present research examined whether social power-the perceived ability to control allocations and outcomes in a social hierarchy-could increase OCB endorsement while buffering against negative personal costs. Indeed, manipulated social power enhanced OCB endorsement. This effect was mediated by increased positive affect and goal seeking among participants assigned to a high-power condition relative to participants assigned to a low-power condition. Further, participants assigned to a high-power (vs. low-power) condition did not report increased occupational burden despite their greater OCB endorsement. Patterns of results were similar among a sample of community members (N = 149; Mage = 37 years) and a sample of university students (N = 129; Mage = 20 years). Organizations might empower members by employing procedural justice principles that facilitate members' meaningful contributions to workplace operations.

Personal resilience among novice teachers and teacher-interns in Arab society in Israel: demographic, socio-emotional and educational characteristics

ABSTRACT Unlike previous studies that have investigated teachers’ personal resilience, the current study sought to examine its demographic characteristics and its relationships with socio-emotional and educational factors, and to consider differences in personal resilience between novice teachers and teacher-interns with low, medium and high levels of personal resilience. The participants were 298 novice teachers and teacher-interns in Arab schools in the north of Israel, who filled out questionnaires that included demographic details, and measures of personal resilience, subjective happiness, positive and negative affect, self-esteem, social anxiety, and teaching motivation. The findings indicated significant differences between the participants on the relationship between personal resilience and teaching status, teaching internship and teaching seniority. In addition, a significant positive correlation was found between personal resilience and subjective happiness, but negative correlations were found between personal resilience and negative affect, social anxiety, social fear, and social avoidance. Significant differences were found between three categories (low, medium and high personal resilience) of novice teachers and teacher-interns for social avoidance, social anxiety, general affect, negative affect, and teaching motivation. The authors concluded that workshops for the mentioned teachers should focus primarily on increasing their personal resilience, which is crucial for their optimal integration into the education system.

Mindfulness Meditation Improves Mental Health in Flood Survivors and Disaster Volunteers: A Randomized Wait-List Controlled Trial

Abstract Objectives Being affected by a natural disaster or helping victims can impact mental health. This study aimed to examine whether a digital mindfulness intervention positively affects self-compassion, life satisfaction, and positive affect, and alleviates negative affect, perceived stress, and pathological symptoms in victims and volunteers of the flood disaster in Germany in July 2021. Method Participants were 146 people affected by the flood (via house, n = 88; friends, n = 100; workplace, n = 54) and/or volunteered after the disaster (n = 86). After the randomized assignment, 74 received a 6-week application-based mindfulness intervention, and 72 were allocated to the wait-control condition. The control group received the same intervention 6 weeks later. Before (T1) and after (T2) the intervention of the first group and after the intervention of the control group (T3), participants filled out questionnaires regarding different aspects of mental health. Results We found significant interaction effects of time and intervention for all variables (self-compassion, life satisfaction, positive and negative affect, perceived stress, and pathological symptoms), indicating effectiveness of the digital mindfulness intervention. No deterioration were found between T2 and T3 in the intervention group for any of the variables. Conclusions The 6-week digital mindfulness program positively affected the mental health of both disaster victims and volunteers. Therefore, a digital mindfulness intervention could be a good alternative in situations where group programs or face-to-face meetings are infeasible.

Relationship Between Physical Activity and Subjective Well-Being Among College Students: The Mediating Role of Social Support.

Subjective well-being is a key concept in positive psychology and is associated with a variety of physical and mental health outcomes. Physical activity (PA) is a modifiable health behavior that has been identified as a potential correlate of subjective well-being. However, the underlying mechanisms that connect PA to subjective well-being are not well-understood. This study aimed to examine the association between the PA and various components of subjective well-being in college students, and to determine if social support mediated this association. A total of 1158 college students (46.3% female, mean age = 19.75years) voluntarily completed a set of questionnaires measuring PA, life satisfaction, positive affect, negative affect, and social support in a single-wave assessment. Three sets of mediation analyses were conducted (employing bootstrapping techniques with 10,000 samples), with life satisfaction, positive affect, and negative affect serving as the dependent variables, PA as the independent variable, and social support as the mediator. The findings revealed that the relationships between PA, subjective well-being, and social support differ by the component of subjective well-being. While no association was detected between PA and negative affect, increased PA led to enhanced social support, which in turn contributed to higher levels of life satisfaction and positive affect. As social support was found to mediate the relationship between PA and subjective well-being, future interventions are suggested to foster supportive social environments and develop effective strategies to modify the social experience of PA to maximize their benefits in enhancing subjective well-being.

The Relationships Between Short Video Usage and Subjective Well-Being: Mediation Models and Network Analysis

On short video platforms, individuals can not only passively browse videos but also actively engage in behaviors such as liking and commenting on videos. However, the mechanisms by how active and passive usage of short videos affect subjective well-being remains unclear. Thus, this study aims to explore these mechanisms through path analysis and network analysis. We employed the Short Video Usage Questionnaire, Subjective Well-Being Scale, and Interaction Anxiety Scale to survey 1086 participants. The results indicated (1) the active usage positively predicted life satisfaction and positive affect, while passive usage failed to predict any of them. (2) Social anxiety mediated the relationship between short video usage and subjective well-being. Active usage enhanced life satisfaction and positive affect by alleviating social anxiety, while reducing negative affect by decreasing social anxiety. At the same time, passive usage reduced life satisfaction and positive affect by exacerbating social anxiety while increasing negative affect by intensifying social anxiety. (3) Network analysis revealed that “live interaction” behavior was a core activity for alleviating social anxiety and enhancing subjective well-being. The findings highlight the significant role of short video usage in subjective well-being and provide empirical evidence to guide users in the rational and positive usage of short video platforms.

The associations between well-being and Cloninger’s personality dimensions in a Korean community sample

Background Well-being is a multidimensional construct comprising affective and non-affective components. Previous research has consistently linked personality traits to well-being, yet cultural variations in this association remain underexplored, particularly in collectivistic cultures such as Korea. Therefore, this study aims to identify universal and culture-specific characteristics of personality in relation to well-being. Methods A sample of 527 Korean university students participated, providing data through the Korean version of the Temperament and Character Inventory-RS (TCI-RS), self-rated health (SRH), social support (SS), Satisfaction With Life Scale (SWLS), and positive and negative affect schedule (PANAS). Pearson correlation analysis and ANCOVA, with sex and age as covariates, were employed to examine linear associations. Multidimensional personality profiles were utilized to investigate non-linear associations among character dimensions on different aspects of well-being. All analysis was performed using jamovi 2.3.12. Results Self-directedness and cooperativeness exhibited positive linear associations with both affective (positive and negative affect) and non-affective (SRH, SS, SWLS) components of well-being. Self-directedness emerged as a key predictor across various well-being aspects. Cooperativeness was strongly associated with perception of social support. Self-transcendence showed positive associations with both positive and negative affect, considering interactions with other character dimensions. Discussion While self-directedness played a pivotal role universally, the impact of cooperativeness and self-transcendence appeared to be influenced by cultural factors, enhancing perception of social support and affecting both positive and negative affect in a collectivistic culture. This study illustrates the importance of considering cultural nuances in the relationship between personality and well-being. Future research should delve deeper into cultural differences, emphasizing the need for subtle interpretations of specific personality traits within diverse cultural contexts.

Which Characteristics are Associated With Going Outside for People Living With Dementia in Nursing Homes? A Cross-Sectional Study.

This cross-sectional study explores the frequency of going outside and characteristics that are associated with going outside for people living with dementia in nursing homes in the Netherlands. A subsample of a national survey in 353 nursing homes was used (N = 693). Two-thirds (66.5%) go outside often. Compared to those who rarely or never go outside, participants who go outside often receive visits more often (odds ratio (OR) 1.68, 95% confidence interval (CI) 1.02-2.75), have less severe physical impairments (severe vs. mild: OR 0.17, 95% CI 0.04-0.73; very severe vs. mild: OR 0.11, 95% CI 0.03-0.49), use less pain medication (OR 0.61, 95% CI 0.38-0.98), experience higher positive affect (OR 1.10, 95% CI 1.03-1.17), and feel less at home (OR 0.86, 95% CI 0.76-0.97). These findings are the first step in developing effective interventions that will contribute to people living with dementia going outside more often.

Infants show negative changes in affect and physiology when re-experiencing a stressor, its context, and a positive event 24-h later.

Exposure to early life stress shapes further development, affects later stress reactivity, and mental health outcomes. Despite the central role of early experiences, there is little understanding of how these rapidly forgotten events gain their influence. An infant's ability to cope with everyday stressors is founded on successful co-regulation through mother-infant interaction. A significant disruption of this interaction through the Face-to-Face Still-Face paradigm elicits a well-documented behavioral and physiological stress response in infants. What has yet to be explored is whether infants show regulatory adaptions when encountering the situation over again. To fill this gap, 80 mother-infant dyads were observed in the lab on two consecutive days. Infants in the experimental condition (n=40) were exposed to a double Still-Face paradigm on day one. Infants in the control group (n=40) completed time-matched episodes of typical play during their first visit. Mother-infant dyads from both groups returned to the lab 24h later and participated in the double Still-Face paradigm. Changes in behavior (positive and negative affect), physiology (heart rate), and salivary cortisol, compared to day one and between groups, were evaluated and used to infer adaption to the previous experienced laboratory visit. Infants in the experimental condition showed a significant decrease in positive affect (p=0.016) and an increase in heart rate (p<0.001) on day two, compared to controls, even during baseline measures and a neutral first play episode. Infants in the control condition showed a significant decrease in affect (p=0.05) and non-significant increase in heart rate on day two when first encountering the Still-Face paradigm. Infants in the experimental condition showed significant higher heart rate on day two compared to the control group (p=0.046). Infants in the experimental condition also exhibited a marginally significant increase in salivary cortisol on day two, compared to day one (p=0.054). The change in infant heart rate was independent of maternal heart rate which did not differ between day one and day two, or between groups. Findings suggest that a previous stressful experience may elicit a behavioral and physiological adaption in infants 24h later. Our results suggest that even a short, acute stressful event can elicit a lasting stress response in infants 24h later. The effect we observed was specific to the context of the stressful event, not just the stressor. More precisely, the effect "spilled over" from the stressful experience on day one into the baseline measure of day two, usually a neutral experience. The results could have implications for further research on how stressful experiences may shape the stress response.

Effects of School-led Greenspace Interventions on Mental, Physical and Social Wellbeing in Children and Adolescents: A Systematic Review

AbstractPromoting children’s and adolescents’ mental, physical, and social wellbeing is highly important to help them learn, create social connections, and stay healthy. Nature has the potential to restore cognition, reduce stress and mental fatigue, and improve wellbeing, all factors that are conducive to learning. There is growing interest in understanding the effects of nature on the wellbeing of children and adolescents, particularly in the school context. This paper presents a PRISMA-guided systematic review of the literature examining the effects of school-led nature interventions on the mental, physical, and social wellbeing of school children and adolescents aged 5 to 19 years. Examples of school-led nature interventions include outdoor learning, walks in nature and green schoolyards. Experimental and quasi-experimental studies employing quantitative measures were selected, yielding 19 studies from 17 papers. Included studies were rated as being of high (n = 6) and moderate quality (n = 13). The results provide some evidence that nature exposure in the school context can improve the wellbeing of children and adolescents, particularly their positive affect, physical activity, and social relationships/interactions. The wellbeing effects of school-led nature interventions were also examined according to age and gender, with results indicating a gender effect, but inconclusive findings for age. Findings from this review support the integration of nature in schools to enhance the mental, physical and social wellbeing of children and adolescents.

The influence of a walk in nature on human resting brain activity: a randomized controlled trial

Behavioral studies suggest that immersion in nature improves affect and executive attention. However, the neural mechanisms underlying these benefits remain unclear. This randomized controlled trial (N = 92) explored differences in self-reported affect and in frontal midline theta (FMθ), a neural oscillation linked to executive attention, between a 40-min, low-intensity nature walk and an urban walk of comparable time and distance—controlling for ambient temperature, humidity, elevation change, walking pace, heart rate, calories burned, and moving time between the two groups. While affect improved for both groups, the nature walkers showed a significantly greater boost in positive affect than the urban walkers. Electroencephalography (EEG) data revealed significantly greater FMθ activity following the urban walk compared to the nature walk, suggesting that the urban walk placed higher demands on executive attention. In contrast, the nature walk allowed executive attention to rest, as indicated by the lower FMθ activity observed after the walk. This study suggests that changes in FMθ may be a potential neural mechanism underlying the attentional strain of urban environments in contrast to the attentional rest in nature.

The Role of Social Support as a Predictor of Teacher's Subjective Well-being

This study aims to examine the role of social support as a predictor of subjective wellbeing in teachers. Participants in this study were 138 teachers (37 male and 101 female; 31 civil servants and 107 private/honorary teachers). SWB was measured with the Scale of Positive and Negative Experiences (SPANE) which measures the cognitive dimension including positive affect and negative affect and the Satisfaction with Life Scale (SWLS) which measures the affective dimension of SWB. Social support was measured with R-MSPSS which measures the perception of social support received, which comes from the principal, colleagues, family, and friends. The results of descriptive analysis showed that most of the participants’ SWB was at a moderate level, both measured overall and in terms of each dimension (nswb=95 (68.1%); npositive=98 (68.8%); nnegative=93 (67.4%); nsatisfaction=93 (67.4%)). Hypothesis testing was done with regression analysis and it was found that social support acts as a predictor of teacher SWB (R=0.199; R2=0.0395; F=5.59; p=0.019). The results of the analysis per dimension of social support show that only support from family has a significant role as a predictor of SWB (p=0.002). This is possible because most of the participants are female so when teachers feel they get social support from their families, it can reduce stress levels, both from work and dual role conflict, thus affecting SWB. Keywords: social support, subjective well-being, teacher

Emotion dysregulation in autism: Severity and correlates in early childhood.

Emotion dysregulation (ED) is common and severe in older autistic youth, but is rarely the focus of early autism screening or intervention. Moreover, research characterizing ED in the preschool years (when autism is typically diagnosed) is limited. This study aimed to characterize ED in autistic children by examining (1) prevalence and severity of ED as compared to children without an autism diagnosis; and (2) correlates of ED in autistic children. A sample of 1864 parents (Mean child age = 4.21 years, SD = 1.16 years; 37% female) of 2-5 year-old children with (1) autism; (2) developmental concerns, but no autism; and (3) no developmental concerns or autism completed measures via an online questionnaire. ED was measured using the Emotion Dysregulation Inventory-Young Child, a parent report measure characterizing ED across two dimensions: Reactivity (fast, intense emotional reactions) and dysphoria (low positive affect, sadness, unease). Autistic preschoolers, compared to peers without developmental concerns, had more severe ED (+1.12 SD for reactivity; +0.60 SD for dysphoria) and were nearly four and three times more likely to have clinically significant reactivity and dysphoria, respectively. Autistic traits, sleep problems, speaking ability, and parent depression were the strongest correlates of ED in the autism sample. While more work is needed to establish the prevalence, severity, and correlates of ED in young autistic children, this study represents an important first step. Results highlight a critical need for more high-quality research in this area as well as the potential value of screening and intervention for ED in young autistic children.

Facilitating Thought Progression to Reduce Depressive Symptoms: Randomized Controlled Trial.

The constant rise in the prevalence of major depressive disorder calls for new, effective, and accessible interventions that can rapidly and effectively reach a wide range of audiences. Recent developments in the digital health domain suggest that dedicated online platforms may potentially address this gap. Focusing on targeting ruminative thought, a major symptomatic hallmark of depression, in this study we hypothesized that delivering a digital health-based intervention designed to systematically facilitate thought progression would substantially alleviate depression. The study aims to investigate the efficacy of a novel digital intervention on the reduction of depressive symptoms. This intervention was designed as an easy-to-use gamified app specifically aimed to facilitate thought progression through intense practicing of associative, semantically broad, fast, and creative thought patterns. A randomized clinical trial was conducted, comparing changes in depression symptoms between participants who used the app in the intervention group (n=74) and waitlist control group (n=27) over the course of 8 weeks. All participants filled out a battery of clinical questionnaires to assess the severity of depression at baseline and 4 and 8 weeks after starting the study. These primarily included the Montgomery-Åsberg Depression Rating Scale (MADRS) and the Patient Health Questionnaire-9 as well as the Positive Affect Negative Affect Scale-Negative Affect Score, Ruminative Response Scale, and Symptoms of Depression Questionnaire. Additional questionnaires were implemented to assess anxiety, positive affect, anhedonia, and quality of life. The results indicate that across multiple clinical measurements, participants in the intervention group who played the gamified app showed greater and faster improvement in depressive symptoms compared with their waitlist control counterparts. The difference between the groups in MADRS improvement was -7.01 points (95% CI -10.72 to -3.29; P<.001; Cohen d=0.67). Furthermore, the difference in improvement between groups persisted up to 4 weeks posttrial (MADRS differences at week 12: F49,2=6.62; P=.003; ηp2=0.21). At the end of the trial, participants who played the app showed high interest in continuing using the app. The results demonstrate that a gamified app designed to facilitate thought progression is associated with improvement in depressive symptoms. Given its innovative and accessibility features, this gamified method aiming to facilitate thought progression may successfully complement traditional treatments for depression in the future, providing a safe and impactful way to enhance the lives of individuals experiencing depression and anxiety. ClinicalTrials.gov NCT05685758; https://clinicaltrials.gov/study/NCT05685758.