Role Of Emotional Experiences Research Articles

I can feel my heartbeat: The relationship between interoceptive abilities and emotional states during stress and recovery in healthy adolescents.

The goal of the current study was to investigate the differential effects of three interoception dimensions on psychophysiological stress responses (reactivity and recovery) in adolescents. A total of 102 adolescents (Mage = 14.10 years, SDage = 0.63; 50 males) completed the heartbeat counting task with adapted instructions to assess interoceptive accuracy, sensibility, and awareness. During a follow-up session, participants underwent a standardized stressful task, throughout which measures of negative affect and respiratory sinus arrythmia (RSA) were collected. Results from multilevel models indicated that adolescents with higher interoceptive accuracy reported less pronounced increases in negative affect during stress induction, and subsequently experienced a less steep decrease in negative affect during recovery, compared to those with lower accuracy. Regarding RSA, adolescents with higher interoceptive accuracy exhibited greater decreases in RSA from baseline to stress, while those with higher interoceptive awareness maintained higher RSA levels throughout the experiment. In contrast, individuals with higher interoceptive sensibility exhibited lower levels of RSA during the experiment. These findings add to the limited literature on interoception in adolescents by illuminating its role in emotional experiences, stress responses, and recovery processes. Our study suggests that examining distinct dimensions of interoception, along with physiological measures during stress and recovery, is crucial for understanding its beneficial or adverse effects in adolescence. The complexity and potential significance of interoceptive dimensions extend beyond their correlations with traditional self-report measures, warranting further investigation to clarify their implications and underlying mechanisms.

How to improve destination brand identification and loyalty using short-form videos? The role of emotional experience and self-congruity

In the new media era, although the short-form video has become an essential tool for destination brand marketing, few empirical studies have concentrated on how to use it to improve destination brand identification and brand loyalty. The conceptual model of short-form video features, consumers and destination brands was constructed based on the stimulus-organism-response framework. A total of 523 valid survey responses were collected, and the mechanism of short-form video feature attributes to destination brand identification and loyalty was empirically examined in this study. It focused on verifying the mediating effect of emotional experience and the moderating effect of destination brand self-congruity. Results indicate that the sensory attractiveness, content vividness, and character interactivity of short-form destination videos are important factors in improving emotional experience, which subsequently promotes consumers’ identification and loyalty toward destination brands. However, this promotion is weakened along with the enhancement of destination brand self-congruity. These findings provided several implications for Destination Marketing Organizations (DMOs) in improving consumers’ destination brand identification and brand loyalty using short-form videos. Meanwhile, this study is helpful for DMOs to understand the importance of satisfying the emotional experience and spreading brand ideas in short-form destination video marketing better from a theoretical perspective.

On the Role of Emotional Experience in Music Teaching

This article mainly starts from the structure of high school music curriculum, analyzes the emotional experience in each module, understands the role of music emotional experience in music teaching, helps to learn music and feel the beauty of music. The six modules of music appreciation, singing, performance, creation, music and dance, and music and drama performance are relatively independent and interrelated, and cannot be confused or replaced. The six modules of music appreciation are the foundation of music emotional experience and an important form of music expression, forming independent and distinctive modules in music teaching. The emotional experience of music runs through these six modules, effectively linking music courses together and integrating different art genres, making them mutually penetrate and integrate, reflecting the new development of the music discipline.

The Role of Emotional Experiences in Commitment Development in Internship Students

ABSTRACT In this study I address the relation between real-time experiences and vocational identity development in psychology students during their practical internship. By means of a multi-method approach I aimed to shed light on the role of salient emotional experiences in commitment development, and on the characteristics of these experiences. In a diary study internship students reported every week about their most relevant experience. For each student the most salient positive and negative emotional experience was selected. Most positive and negative experiences concerned competence-related issues. Salient emotional experiences were related to commitment change for a prolonged period of time. In line with the theoretical models, salient positive emotional experiences enhance the commitment strength, and salient negative emotional experiences reduce the strength. However, many experiences include different characteristics. In particular, negative emotional experiences are characterized by a diversity of both positive and negative characteristics.

Role of Emotional Experiences & Cognition on Occupational Performance in Individuals With Parkinson’s Disease

Abstract Date Presented 04/21/2023 This study found that individuals with Parkinson’s disease experience changes in positive and negative emotions during occupational performance related to cognition. The implication of these findings on occupation-based interventions are explored. Primary Author and Speaker: Karen Hebert Contributing Authors: Mackenzie Feldhacker

ВЕРБАЛЬНИЙ, СОЦІО- ТА БІОГЕНЕТИЧНИЙ КОДИ ЕКСТЕРІОРИЗАЦІЇ ЕМОЦІЙ: АФЕКТИВНО-ДИСКУРСИВНИЙ ПІДХІД

The article elucidates modern trends in humanities and social studies to encompass affective corporeality in the emotional conceptual sphere of the person, the structure of her social identity, and into processes of communal sense-making. But despite the prominence of the turn to affectivity which is putatively at the core of many social processes, discourse must be equally addressed to outline the epistemic role of emotional experiences. Therefore, the goal of the paper is to highlight the need for integrating the findings of both discourse and affect studies which will significantly benefit emotiology in unveiling the processes of social construction of reality. To meet the goal the following objectives are set: 1) to outline the semiotic nature and pragmatic potential of affect somatic concomitants; 2) to analyze the unity of social and biogenetic codes of affect and emotion externalization; 3) to provide an overarching classification of verbal means for affect and emotion manifestation; 4) to highlight the role of cognized corporeality of emotions; 5) to present the prospects of an integral approach to the study of affective-discursive sense-making. The methodology of the study involves general-scientific methods of analysis, synthesis, comparing, and deduction. Results. Current emotion theories in linguistics, philosophy, and psychology exhibit a general tendency towards the integration of embodied emotional and sensual experience in epistemic and sense-making practices of social interaction. An emotional pool proves indispensable from the pool of knowledge and involves shared experience of affective and emotional responses, their conventionalized and sedimented externalization, the library of verbal and nonverbal means of their manifestation, regulation, negotiation, and channeling. Consequently, the unison of scholarly claims resides in the recognition of both biological and social aspects of affectivity, verbal expression and/or representation of which elicits recognition and an embodied response in the co-emoter. The commonality of affective interaction is claimed formative in constructing worldviews and beliefs. Therefore, the pragmatic potential of verbal and nonverbal affectivediscursive practices favours efficient social affiliation and communal construction of reality simultaneously setting social boundaries within a society. Recurring and reproducing scenarios of affective interaction are based on the system of conventional behavioural and linguistic signs which foster meaning-making practices. The library of somatic signs can be accessed via biogenetic modality, modality on trigger, and modality on learning. This code is grounded in innate physiological responses and unequivocally relates to corresponding situations through stereotypical behavioral patterns. Modality on learning bridges biogenetic and alphabetic codes as the nativism of both anchors semantic correlation, with the difference that the latter system of signs is adopted only conventionally. A discursive account of emotional interaction has resulted in an integral classification of verbal means for affect and emotion externalization that equally involve verbal and nonverbal modes. Emotion triggers, emotional situations, psycho-physiological experiences, state and action tendencies are included in the comprehensive inventory of language means for emotion manifestation. Expressive and descriptive methods can also serve as means of invoking emotional response in other social members in the form of embodied simulations. This is engendered by the process of emotion knowledge acquisition which occurs both through embodiment and narrative practices. The knowledge of social and cultural aspects of one’s emotional stance involves a multilateral account of subjective experience shared by other members of a culture. Thus, emotional alignment is achieved in social acts through manifold resources of language that proves affective-discursive practices defining in sense-making and the approach seminal in further studies of social processes.

Positive Psychology 2.0 in a Foreign Language Classroom: Students' Emotional Experience in English Classroom Interaction in China.

The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students’ and teachers’ experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners’ emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students’ shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students’ positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.

Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers\u2019 competencies

The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum?(b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.

The role of emotional experience and destination image on ecotourism satisfaction

Purpose The purpose of this study is to analyze the influence of the emotional experience (EE) and the image of the tourist destination on the satisfaction of the domestic tourist and his behavioral intentions, represented through the word of mouth (WOM) and his revisit intention. Design/methodology/approach The information obtained through a personal survey to 382 local tourists was refined and subjected to structural equation analysis. Analyses conducted with SPSS 20.0 and AMOS 20 software confirmed the existence of interesting significant relationships. Findings The results show that positive destination image and different experiences are considered to be the main elements that promote positive emotions and satisfaction for tourists, leading to a higher eagerness to spread WOM recommendations and to revisit a destination. The results also verify that interactions with the difficult-replacement services and with residents create strong positive EEs for female visitors, so that they are more willing to revisit a destination than males. Research limitations/implications Eco-destination managers should provide more difficult-replacement services and create an enjoyable and unique experience for tourists to enhance their satisfaction and positive behavioral intentions. Originality/value The results provide some important implications and insights about the marketing theory groundwork of EE and satisfaction, such as how they are to be conceptualized and established and how interactive relationships are formed among them in the ecotourism context.

Multidimensional Assessment of Interoceptive Abilities, Emotion Processing and the Role of Early Life Stress in Inflammatory Bowel Diseases.

Perception of internal bodily sensations includes three dissociable processes: interoceptive accuracy, interoceptive sensibility, and interoceptive awareness. Interoceptive abilities play a crucial role in emotion processing and impairments of these processes have been reported in several psychiatric disorders. Studies investigating interoceptive abilities and their role in emotional experience in individuals with somatic disorders such as inflammatory bowel diseases (IBD) are sparse. Recent findings suggested an association between adverse childhood experiences (ACE) and the development of gastrointestinal disorders. The aim of the current study was to investigate the associations between the different dimensions of interoception and emotional processing in IBD while taking ACE into account. We recruited IBD patients in clinical remission (n = 35) and 35 healthy control participants (HC) matched for age, education and IQ. Interoception was measured as a three-dimensional construct. Interoceptive accuracy was assessed with the heartbeat tracking task and interoceptive sensibility with a self-report measure (Multidimensional Assessment of Interoceptive Awareness questionnaire). Emotional processing was measured using an experimental task, where participants were asked to rate the subjectively perceived valence and arousal when presented with positive, neutral and negative visual stimuli. IBD patients significantly differed in two interoceptive sensibility domains, Emotional awareness and Not-distracting. Patients reported greater awareness of the connection between bodily sensations and emotional states, while showing a stronger tendency to use distraction from unpleasant sensations compared with HC. Higher emotional awareness was linked to higher perceived intensity and arousal of negative stimuli. The strength of this relation was dependent on the severity of ACE, with severer traumatization being associated with a stronger association between emotional awareness and perceived valence and arousal. Our findings suggest that it is the subjective component of interoception, especially the one assessing interoceptive abilities within the scope of emotional experience, which affects emotional processing in IBD. This is the first study providing evidence that IBD patients did not differ in their perception of visceral signals per se but only in the subjective ability to attribute certain physical sensations to physiological manifestations of emotions. Our findings support the hypothesis that ACE affect the association between interoception and emotional processing.

Alexithymia, depression, and cognition in patients with Parkinson's disease.

Basal ganglia are connected to dorsal prefrontal and orbitofrontal structures, which have an important role in emotional experience. Alexithymia is defined as the inability to recognize and verbalize emotions. There is little known about alexithymia and cognitive dysfunction and its relationship with depression. In this study, we examined the relation of alexithymia with cognition and depression in non-demented patients with Parkinson's disease (PD). Fort-two consecutive non-demented patients PD and 40 healthy controls were enrolled in the study. The Turkish version of the Montreal Cognitive Assessment scale (MOCA-TR), 20-item Toronto Alexithymia Scale (TAS-20) (F1, F2, F3 subgroups), and Beck Depression Inventory (BDI-I) were used to evaluate cognitive functions, alexithymia, and depression, respectively, in both groups. The total TAS-20 score was 55.71 ± 19 in the PD group and 46.33 ± 8.21 in the control group. There was a statistically significant difference in the total TAS-20 scores between the groups (p < 0.001). In subgroups of alexithymia, all mean scores of F1, F2, and F3 were higher in the PD group (p = 0.019, p < 0.001, and p = 0.005, respectively). In the MOCA-TR test, the mean scores in visuospatial and delayed recall of patients with PD were statistically lower than in the control group (p = 0.044 and p = 0.04, respectively). The MOCA-TR and BDI total scores were significantly correlated with TAS-20 total scores. In subgroup analysis, we only found an association between the visuospatial domain of MOCA-TR and the F3 subgroup of TAS-20 (r = -0.22, p = 0.03). There was no relation between alexithymia and disease duration or total levodopa dose (p < 0.05). Alexithymia is not a rare symptom in PD. It should be accepted as an independent non-motor symptom, and patients should be interrogated accordingly.

Alexithymia, depression, and cognition in patients with Parkinson's disease

Alexithymia is defined as the inability to recognize and verbalize emotions. Basal ganglia are connected to dorsal prefrontal and orbitofrontal structures, which have an important role in emotional experience. The aim of our study is to examine the relation of alexithymia with cognition and depression in non-demented patients with Parkinson's disease (PD).

Micro-level mechanisms of identity development: The role of emotional experiences in commitment development.

Based on Marcia's theory, many researchers consider exploration and commitment as the main processes in identity development. Although some identity theorists have hypothesized that emotional experience may also be an important part of the mechanisms of identity development, empirical research to investigate this claim has been lagging behind. In this study, we shed light on the role of emotional experiences in micro-level commitment dynamics, and compare this to the role of exploration. We take a within-individual approach, and particularly focus on educational commitment. We collected weekly measurements among 103 first year university students over several months, resulting in 22 to 30 measurements for each individual. Every week, the students reported an important experience and accompanying positive and negative emotions, their level of educational exploration and commitment. We generated linear growth models for each individual separately, using Dynamic Linear Modeling. These individual models generate regression weights that indicate how strong the impact is of exploration, positive and negative emotional experiences on changes in micro-level commitment for each individual. Our main finding is that both positive and negative emotional experiences are indeed related to changes in educational commitment. Positive experiences, but surprisingly, also negative experiences, are related to increases in educational commitment for the majority of individuals. Moreover, for the large majority of individuals, the impact of emotional experiences is larger than the impact of exploration. Therefore, we conclude that it is highly likely that emotional experiences are an essential part of the micro-level mechanisms of identity development. (PsycINFO Database Record

State humility: Measurement, conceptual validation, and intrapersonal processes

Humility is a core psychological process theoretically marked by low self-focus, secure identity, and balanced awareness of strengths and weaknesses. We began with a consensual definition of humility before theoretically unpacking it. First, using 25 samples and 2622 adults, we developed the Brief State Humility Scale, which demonstrates strong construct validity and good reliability, is sensitive to experimental manipulation, and is uncorrelated with social desirability. Second, using this measure, we replicated previously reported relationships involving interpersonal processes; revealed links between state humility and intrapersonal processes (e.g. affect, creativity, and personality); and demonstrated key theoretical differences between state humility and modesty. This framework highlights new avenues for humility research and suggests how humility plays a critical role in emotional experience.

Supplemental Material for Micro-level Mechanisms of Identity Development: The Role of Emotional Experiences in Commitment Development

Supplemental Material for Micro-level Mechanisms of Identity Development: The Role of Emotional Experiences in Commitment Development

Neural correlates of heart-focused interoception: a functional magnetic resonance imaging meta-analysis.

Interoception is the ability to perceive one's internal body state including visceral sensations. Heart-focused interoception has received particular attention, in part due to a readily available task for behavioural assessment, but also due to accumulating evidence for a significant role in emotional experience, decision-making and clinical disorders such as anxiety and depression. Improved understanding of the underlying neural correlates is important to promote development of anatomical-functional models and suitable intervention strategies. In the present meta-analysis, nine studies reporting neural activity associated with interoceptive attentiveness (i.e. focused attention to a particular interoceptive signal for a given time interval) to one's heartbeat were submitted to a multilevel kernel density analysis. The findings corroborated an extended network associated with heart-focused interoceptive attentiveness including the posterior right and left insula, right claustrum, precentral gyrus and medial frontal gyrus. Right-hemispheric dominance emphasizes non-verbal information processing with the posterior insula presumably serving as the major gateway for cardioception. Prefrontal neural activity may reflect both top-down attention deployment and processing of feed-forward cardioceptive information, possibly orchestrated via the claustrum.This article is part of the themed issue 'Interoception beyond homeostasis: affect, cognition and mental health'.

Student teachers’ emotional teaching experiences in relation to different teaching methods

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching.

Emotional Insight: The Epistemic Role of Emotional Experience, by Michael S. Brady.

<i>Emotional Insight: The Epistemic Role of Emotional Experience</i>, by Michael S. Brady.

Emotional Insight: The Epistemic Role of Emotional Experience

Emotional Insight: The Epistemic Role of Emotional Experience

Age differences in emotional responses to daily stress: The role of timing, severity, and global perceived stress.

Research on age differences in emotional responses to daily stress has produced inconsistent findings. Guided by recent theoretical advances in aging theory (S. T. Charles, 2010, Strength and vulnerability integration: A model of emotional well-being across adulthood, Psychological Bulletin, Vol. 136, pp. 1068-1091) that emphasize the importance of context for predicting when and how age is related to affective well-being, the current study examined age differences in emotional responses to everyday stressors. The present study examined how three contextual features (e.g., timing of exposure, stressor severity, global perceived stress [GPS]) moderate age differences in emotional experience in an ecological momentary assessment study of adults (N = 190) aged 18-81 years. Results indicated that older adults' negative affect (NA) was less affected by exposure to recent stressors than younger adults, but that there were no age differences in the effects of stressor exposure 3-6 hr afterward. Higher levels of GPS predicted amplified NA responses to daily stress, and controlling for GPS eliminated age differences in NA responses to stressors. No age differences in NA responses as a function of stressor severity were observed. In contrast, older age was associated with less of a decrease in PA when exposed to recent stressors or with more severe recent stressors. There were no age differences in the effect of previous stressor exposure or severity on PA, or any interactions between momentary or previous stress and GPS on PA. Together, these results support the notion that chronic stress plays a central role in emotional experience in daily life. We discuss the implications of these results for emotion theories of aging.