Social Construction Of Emotion Research Articles

Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data

The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of “scales” without a priori attention to important psychometric properties.

Emotywny odbiór audiodeskrypcji dzieła malarskiego Wassilego Kandinskiego

Psychological models of art reception postulate the presence of two fundamental effects: cognitive understanding and emotional response. Unfortunately, these models are dedicated to sighted viewers. However, even though visually impaired individuals cannot directly perceive artistic creations, audio description enables them to experience the reception of, for example, a painting. In order to answer the question of whether the reception of audio description of a painting triggers similar emotions as the reception of the actual artwork, two independent studies were conducted. The research material was an audio description of Wassily Kandinsky’s abstract watercolour sketch for Composition VII, titled „Untitled”. Subjective experiences were measured using the SUPIN scale. In Study I (N = 138), higher intensity of positive affect was observed compared to negative affect after listening to the audio description. In Study II (N = 67), an increase in positive affect intensity and a decrease in negative affect intensity were observed following the audio description. The results indicate that listening to audio description, which represents an indirect contact with a visual artwork, can improve the well-being of the listeners. The obtained results will be analysed in the context of social construction of emotions and embodied cognition.

Illness, Pain and Social Construction of Emotions in Albert Camus’ the Plague

Hastalık nedeniyle çekilen bedensel acılar duygulara da yansımaktadır. Öznel varsaydığımız duygularımız bir yandan da kolektivite içerisinde oluşmaktadır. Albert Camus’nün 1940’lı yıllarda Cezayir’de geçen \textit{Veba} adlı romanında salgın hastalık nedeniyle Oran kentinin dış dünyaya kapanması, doktor Rieux ve arkadaşlarının salgın hastalığa karşı mücadeleleri anlatılmaktadır. Romanda yaşanan toplumsal, siyasi ve medikal/tıbbi durumlara yönelik bireylerin tepkilerinde farklılıklar görüldüğü gibi toplumsal olarak öne çıkan bir takım duygusal ortaklıklar da bulunmaktadır. Veba nedeniyle bir felaket yaşanmıştır ve bunun duyguları etkilememesi mümkün değildir. Duygular, düşünce ve mantığın karşıtı pozisyonda yer almadığı kabulüyle, bedenleri de bir yandan şekillendirmektedir. Romanda ‘başkalarının acısına’ tanık olmak ve hastalığa dair önlemler neticesinde karantinalar, kentin kapanması hatta enfeksiyon bulaşır endişesiyle mektup gönderememek bireylerin kolektif birtakım duygularını tetiklemiştir. Bu duygulardan özellikle özgürlük, sürgün ve nostalji üzerinde durulacaktır. Edebiyatta veba ve hastalık nedeniyle hissedilen acının metinlerarası \textit{(intertextuality)} bir şekilde ve Bakhtin’in diyaloji kavramı temel alınarak özneler arasında dolaşımına da imkan verdiği tartışılmaktadır. Salgın bir hastalık belirli bir yer ve mekânda oluşsa da bu hastalığın temsille sınırlan(a)mayan acısının edebiyat ve gerçek hayat arasındaki keskin sınırları bozduğu görülmektedir.

The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents

In this cross-sectional study, we examined the association between eight socio-emotional constructs (empathy, global self-concept, happiness, prosocial behavior, optimism, anxiety, depression, and academic motivation) and academic achievement in a diverse sample of 583 high school students in order to see which ones are most useful in predicting academic achievement. We also examined the associations separately for African American and European American students, as these groups had substantial numbers of students. Results indicated that optimism, anxiety, and motivation were statistically and significant predictors of achievement, with motivation contributing the most variance. Both groups had similar results, but African Americans had five meaningful predictors of achievement while European Americans had three. The findings suggest that these constructs may be useful in helping to improve academic performance in students.

Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses.

A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In these designs, students are typically administered a consistent set of self-report survey items across multiple school years, and growth is measured either based on sum scores or scale scores produced based on item response theory (IRT) methods. Although there is great deal of guidance on scaling and linking IRT-based large-scale educational assessment to facilitate the estimation of examinee growth, little of this expertise is brought to bear in the scaling of psychological and social-emotional constructs. Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores. Results indicate that using scores from multidimensional IRT approaches that account for latent variable covariances over time in growth models leads to better recovery of growth parameters relative to models using sum scores and other IRT approaches. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Una giornata particolare. Un’analisi sulla costruzione sociale delle emozioni

The article proposed in this monographic issue aims to reflect on the process defined as “social construction of emotions”: the possibility of modifying the emotional expressions and the feelings based on the context, the beliefs, the social and the cultural rules that characterize the environment in which we live and act. The sociological analysis will be produced by examining the feature film A particular day (directed by Ettore Scola). It is a sociological work characteristic of the sociology of emotions: the analysis of a media text (filmic, in this case) to critically explain a social process.

Internal crisis communication and the social construction of emotion: university leaders' sensegiving discourse during the COVID-19 pandemic

PurposeThe paper explores university leaders' employee-focused sensegiving discourse during the COVID-19 health crisis. The aim is to reveal how leadership sensegiving narratives construct emotion in the rhetor-audience relationship.Design/methodology/approachA social constructionist, sensemaking approach centres on the meaning-making discourse of university leaders. Using rhetorical discourse analysis (RDA), the study analysed 67 emails sent to staff during a three-month period at the start of the global pandemic. RDA helps to reveal how university leaders help employees make sense of changing realities.FindingsThree core narratives: organisational competence and resilience; empathy, reassurance and recognition; and community and location reveal a multi-layered understanding of leadership sensegiving discourse in which emotion intersects with material and temporal sensemaking dimensions. In supporting a process of organisational identification and belonging, these core narratives help to mitigate audience dissonance driven by the antenarrative of uncertainty.Research limitations/implicationsAn interpretivist approach was used to analyse qualitative data from two UK universities. While focused on internal communication, the employee perspective was not examined. Nevertheless, this paper extends the human dimension of internal crisis communication, building on constructionist approaches that are concerned with emotion and sensegiving.Originality/valueThis paper expands the domain of internal crisis communication. It integrates the social construction of emotion and sensemaking with the underexplored material and temporal dimensions in internal crisis communication and applies RDA.

Characterisation of neurodevelopmental and psychological outcomes in CHD: a research agenda and recommendations from the cardiac neurodevelopmental outcome collaborative.

The Neurodevelopmental and Psychological Outcomes Working Group of the Cardiac Neurodevelopmental Outcome Collaborative was formed in 2018 through support from an R13 grant from the National Heart, Lung, and Blood Institute with the goals of identifying knowledge gaps regarding the neurodevelopmental and psychological outcomes of individuals with CHD and investigations needed to advance science, policy, clinical care, and patient/family outcomes. Accurate characterisation of neurodevelopmental and psychological outcomes in children with CHD will drive improvements in patient and family outcomes through targeted intervention. Decades of research have produced a generalised perspective about neurodevelopmental and psychological outcomes in this heterogeneous population. Future investigations need to shift towards improving methods, measurement, and analyses of outcomes to better inform early identification, prevention, and intervention. Improved definition of underlying developmental, neuropsychological, and social-emotional constructs is needed, with an emphasis on symptom networks and dimensions. Identification of clinically meaningful outcomes that are most important to key stakeholders, including patients, families, schools and providers, is essential, specifically how and which neurodevelopmental differences across the developmental trajectory impact stakeholders. A better understanding of the discontinuity and patterns of neurodevelopment across the lifespan is critical as well, with some areas being more impactful at some ages than others. Finally, the field needs to account for the impact of race/ethnicity, socio-economic status, cultural and linguistic diversity on our measurement, interpretation of data, and approach to intervention and how to improve generalisability to the larger worldwide population of patients and families living with CHD.

A Multi-Rater Latent Growth Curve Model

To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student’s self-efficacy in school), multiple raters are often used. Increasingly, data that use multiple raters to evaluate psychological and social-emotional constructs over time are available. While a range of models to address measurement issues that arise when using multiple raters have been presented, including a small number for longitudinal data, few if any models are available to estimate growth in the presence of multiple raters. In this study, we provide a model that removes all but the shared perceptions of raters at a given timepoint (i.e., removes unique rater variance), then adds on a latent growth curve model across timepoints. Through simulation and empirical studies, we examine the performance of the model in terms of recovering true growth parameters, and relative to more crude approaches like estimating growth based on a single rater. Our results indicate that the model we propose performs quite well along these dimensions, and shows promise for use by researchers who want to estimate growth based on longitudinal multi-rater data.

Guilt trip: emotion, identity, and power in migrant online discourse

ABSTRACT Although it may appear quite obvious the natural link between migration and emotions, it has been largely ignored in migration analyses that tend to focus on the neo-liberalist projects that restructure sites of production and consumption [Brooks, Ann, and Ruth Simpson. 2013. Emotions in Transmigration: Transformation, Movement and Identity. New York: Palgrave Macmillan]. There can be no overemphasizing the necessity of bringing into the center stage the role of emotions in migrant life as they are implicated in particular identity claims. This paper heeds the call of Wetherell, Margaret [2012. Affect and Emotion: A New Social Science Understanding. London: Sage] for an affective-discursive turn by finding ways that will make grasping emotions in discourse a viable and potent research agenda through the lens of practice Taking emotion as “dramatistic role” [Sarbin, Theodore. 1986. “Emotion and Act: Roles and Rhetoric.” In The Social Construction of Emotions, edited by Rom Harré, 83–97. Oxford: Basil Blackwell], I analyze two texts: a state-produced document for Filipino migrants and a particular blog content of a Filipino migrant in New Zealand to demonstrate how the feeling of guilt is bound up in power relations in constructing the ideal Filipino migrant identity.

Do Response Styles Affect Estimates of Growth on Social-Emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores

Survey respondents employ different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true score. Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on survey data. While some initial studies examine the effect of response styles on survey scores in longitudinal analyses, the issue of how response styles affect estimates of growth is underexamined. In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results. Generally, we found that response styles can affect estimates of growth parameters including the slope, but that the effects vary by psychological construct, response style, and IRT model used.

Dealing with Feeling: Emotion, Affect, and the Qualitative Research Encounter

Emotion and affect are different, yet intricately interwoven. Emotions such as fear, joy, or sadness are biological in as far as they are physically felt, but they are relational in as far as they are more fully experienced. Affect arises out of the relational quality of emotion—it consists of the myriad ways in which emotions are embodied, expressed, and enacted.
 Emotion and affect are influenced by their physical and symbolic contexts. In terms of physical context, data for this article were collected from two different research studies and several sites in the Free State Province of South Africa. Two forms of data were collected: verbal data and images/artworks. In terms of symbolic context, these verbal and visual forms of language and their functioning were explored to generate insights on the social construction of emotion and affect.
 Margaret Wetherell’s work provides a theoretical basis for analyzing emotion and affect. Rather than conceptualizing emotion in terms of obscure or esoteric formulations, her “practice-based” approach grounds the study of emotion by examining its manifestation in actions. When taken together, action and practice imply pattern and order, form and function, process and consequence.
 Both projects featured in this paper are sensitive studies that stir emotion. This is fertile ground for exploring emotion and affect in participants’ narratives. It is also fertile ground for exploring how emotion and affect may influence the qualitative researcher and the research process itself. Accordingly, this paper offers an additional layer of analysis on the functioning of intersubjectivity, power, emotion, and affect in the research encounter. Concluding insights endorse the practice of mindfulness as a fruitful approach to manage researcher subjectivity in the qualitative research encounter.

Can Item Response Times Provide Insight Into Students’ Motivation and Self‐Efficacy in Math? An Initial Application of Test Metadata to Understand Students’ Social–Emotional Needs

AbstractAs computer‐based tests become more common, there is a growing wealth of metadata related to examinees’ response processes, which include solution strategies, concentration, and operating speed. One common type of metadata is item response time. While response times have been used extensively to improve estimates of achievement, little work considers whether these metadata may provide useful information on social–emotional constructs. This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student's academic motivation and self‐efficacy. While results do not indicate a strong relationship between mean item durations and these constructs in general, the amount of time students spend on very difficult items is highly correlated with motivation and self‐efficacy. The implications of these findings for using response process metadata to gain information on social–emotional constructs are discussed.

Music Education as a Path to Positive Youth Development: An El Sistema-Inspired Program

The El Sistema music education philosophy links positive individual and social development through musical education. This study is a longitudinal examination of the impact of participation in an El Sistema-inspired program, the Miami Music Project, on positive youth development. We hypothesized that over the course of a school year, participation in ensemble-based after-school music programming would significantly enhance factors associated with positive youth development. Specifically, we evaluated social emotional constructs aligned with the Five Cs of Positive Youth Development: Competence, Confidence, Caring, Character, and Connection. Results revealed that participants showed significant increases across all five Cs over the course of the year. Additionally, findings showed that Miami Music Project students showed greater enhancements over time in Character, Competence and Caring when compared to a group of youth who did not participate in music education. This study presents empirical documentation of the numerous meaningful social and emotional enhancements that participation in an El Sistema-inspired program is engendering among youth. In this type of rigorous orchestral model of musical instruction, youth seem to acquire not only cognitive benefits but also a host of social and emotional enhancements, ostensibly from learning in an environment that requires disciplined social cohesion. These findings provide insight into the holistic approach foundational to the El Sistema philosophy and adds to our overall understanding of musical instruction in important ways.

The sociology of emotions in a contested environmental illness case: how gender and the sense of community contribute to conflict

Communities often experience contention when confronted with environmental threats and diverging interpretations of risk. Contested illness research often describes the emotional expression of individuals without analyzing how these emotions connect to larger social factors such as sense of community, gender, and assumptions about an emotion–logic dichotomy. This research incorporates the sociology of emotion to explore how the social construction of emotions influences dissension in a contested illness case. I investigate the case of The Acreage, Florida where a cancer cluster was established but an environmental cause was not found. This paper discusses how the sense of community and gender role expectations gave rise to expressions of fear, anger, and grief using data drawn from 57 in-depth interviews of current and former residents of The Acreage. Findings suggest that disparate ‘feeling rules’ related to one’s sense of community, perceptions of what neighbors feel, and gendered notions of emotion and logic contribute to community dissension. This paper thus identifies conditions that give rise to divergent emotional experiences and expressions that exacerbate community dissension.

La fábrica de la empatía. Del determinismo genético al origen social de la moral

Preston and De Waal have adopted a theoretical idea known as the “Perception-Action Model” (PAM), which suggests that empathy and morality have genetic and evolutionary roots. In this paper, the author proposes a critical reading of PAM and an alternative interpretation, “the empathy factory”, which reconsiders the “Perception-Action Hypothesis” and the discovery of mirror neurons in the light of Judith Butler’s concept of performativity and the social construction of emotions. The conclusion is that the origin of the moral impulse does not lie in genetic determinism but in social relationships, language and affective communication.

“The most passionate cover I’ve seen”: emotional information in fan-created U2 music videos

Purpose– The purpose of this paper is to explore how both producers and consumers of user-created music videos on YouTube communicate emotional information.Design/methodology/approach– In total, 150 filmic documents containing fan-generated versions of U2’s “Song for Someone” were purposively collected. The author used discourse analysis to understand the types of videos created, the communication of emotional information from both the producers and the consumers, the social construction of emotion in the filmic documents, and elements of intertextuality that represented emotion.Findings– Fans created videos containing cover versions, original versions of the song with new visual content, and tutorials about how to play the song. Producers of cover versions communicated emotional information, especially tenderness, through facial expression, their surroundings, and corresponding musical elements. Producers’ visual content expressed emotion through meaningful photographs and sad stories. Producers’ descriptions revealed emotion as well. Emotions were individually experienced and socially constructed. Consumers conveyed emotion through likes, dislikes, and expressive positive comments. Intertextuality communicated passion for U2 through tour references, paraphernalia displays, band photographs, imitating the band, and musical mashups.Practical implications– Information science can work towards a new generation of multimedia information retrieval systems that incorporate emotion in order to help users discover documents in meaningful ways that move beyond keyword and bibliographic searches.Originality/value– This is one of the earliest research papers in the area of emotional information retrieval (EmIR).

Effects of Virtual Human Appearance Fidelity on Emotion Contagion in Affective Inter-Personal Simulations.

Realistic versus stylized depictions of virtual humans in simulated inter-personal situations and their ability to elicit emotional responses in users has been an open question for artists and researchers alike. We empirically evaluated the effects of near visually realistic vs. non-realistic stylized appearance of virtual humans on the emotional response of participants in a medical virtual reality system that was designed to educate users in recognizing the signs and symptoms of patient deterioration. In a between-subjects experiment protocol, participants interacted with one of three different appearances of a virtual patient, namely visually realistic, cartoon-shaded and charcoal-sketch like conditions in a mixed reality simulation. Emotional impact were measured via a combination of quantitative objective measures were gathered using skin Electrodermal Activity (EDA) sensors, and quantitative subjective measures such as the Differential Emotion Survey (DES IV), Positive and Negative Affect Schedule (PANAS), and Social Presence questionnaire. The emotional states of the participants were analyzed across four distinct time steps during which the medical condition of the virtual patient deteriorated (an emotionally stressful interaction), and were contrasted to a baseline affective state. Objective EDA results showed that in all three conditions, male participants exhibited greater levels of arousal as compared to female participants. We found that negative affect levels were significantly lower in the visually realistic condition, as compared to the stylized appearance conditions. Furthermore, in emotional dimensions of interest-excitement, surprise, anger, fear and guilt participants in all conditions responded similarly. However, in social emotional constructs of shyness, presence, perceived personality, and enjoyment-joy, we found that participants responded differently in the visually realistic condition as compared to the cartoon and sketch conditions. Our study suggests that virtual human appearance can affect not only critical emotional reactions in affective inter-personal training scenarios. but also users' perceptions of personality and social characteristic of the virtual interlocutors.

The Future of Social Constructionism: Introduction to a Special Section of Emotion Review

It is easy to envision marked progress in biological and physiological approaches to emotion, due to technological advances in imaging and other recording techniques. The future of social-constructionism appears more hazy: Progress will likely depend as much on new ideas as on new empirical discoveries. The most fruitful breeding ground for new ideas is where disciplines meet. Hence, the contributors to this special section represent diverse disciplines: biology, computer science, and the arts, as well as areas more traditionally associated with the social construction of emotion, for example, interpersonal relations, cultural influence, and individual development.

More than a Façade: Somatic and Structural Determinants in Erving Goffman's Theory of the Perduring Self

This paper argues that Erving Goffman endorses the veracity of a perduring self. Culling the corpus of his work, recent findings in neurophysiology and cognitive science surrounding the autonomy and mutual determination of emotion, cognition, and social structure are drawn upon when unpacking his highly composite theory. Isolating Goffman's claims about the psychobiological underpinning of the emotionally sentient body and those pertaining to macro and micro‐structural determinants, the former, it is argued, champion the coherence of the self insofar as they link cathected feelings to individual desires and inclinations. The latter, conversely, complicate the picture by accentuating the social construction of emotions and the relationship between episodic cognitive operations and multifarious interpretive frames. In the end, however, it is shown that Goffman's macro‐structural account, far from being residual, discloses the consistency, and unity of the self occasioned by social proximity and general social norms.