Theory Of Positive Emotions Research Articles

How and when does humble leadership enhance newcomer well-being

PurposeMany studies have examined the positive outcomes of humble leadership for employees. However, its impact on newcomers' well-being has been rarely investigated. In this paper, based on affective events theory and the broaden-and-build theory of positive emotions, the authors proposed a moderated mediation model to explore the effect of humble leadership on newcomer well-being. In the model, we identified newcomers' pride as a mediating variable and newcomers' proactive personality as a moderating variable.Design/methodology/approachThe data were from a two-wave sample containing 213 newcomers. The hypothesized model was tested using partial least squares structural equational modeling.FindingsThe results demonstrated that humble leadership was positively related to newcomers' well-being, and newcomers' pride medicated this relationship. Additionally, newcomers' proactive personality moderated the relationship between humble leadership and newcomers' pride.Research limitations/implicationsThe authors adopted a cross-sectional research design, rendering it difficult to derive causal relationships between variables. In addition, all data were from self-reports of newcomers which would suffer from common method variance.Originality/valueThis research examined the role of humble leadership in promoting newcomers' pride and well-being.

Mitigating the consequences of negative news: How constructive journalism enhances self-efficacy and news credibility

An informed electorate is vital for a well-functioning democracy. Yet many citizens intentionally avoid the news because it evokes negative feelings of disempowerment and distrust. This study ( n = 270) investigated how social media exposure to a new journalistic approach, constructive journalism, influences news consumers. The results showed that constructive social media posts, as compared to negative posts, led to higher levels of positive affect, self-efficacy, and perceived news credibility. In line with the broaden-and-build theory of positive emotions, the effects on self-efficacy and news credibility were mediated by positive affect. A similar mediating role was found for negative affect, counter to the theoretical expectations. These findings shed new light on the broaden-and-build theory, suggesting parts of it generalize to the context of news exposure on social media. The findings also suggest that constructive journalism may be an effective way to mitigate some of the main drivers of news avoidance in the 21st century.

How Challenge Demands Have Offsetting Effects on Job Performance: Through the Positive and Negative Emotions.

By combining the broaden-and-build theory of positive emotions (Fredrickson, 2001) and the transactional theory of stress (Lazarus and Folkman, 1984), this study examines how challenge demands (i.e., task complexity and time pressure) have dual effects on employees’ job performance through the mediating effects of positive and negative emotions. We collected data from 414 employees from three firms located in China, including two hi-tech firms and one financial firm. The results indicated that challenge demands (i.e., task complexity and time pressure) have an overall positive effect on employees’ job performance (i.e., task performance and contextual performance) by offsetting positive indirect effects with negative indirect effects. The theoretical and practical implications are also discussed.

Mitigating Academic Boredom and Increasing Well-Being Among Chinese College Students Based on a Positive Education Approach

Academic boredom is negatively related to students’ academic outcomes like intrinsic motivation. Positive education is dedicated to improving both students’ academic outcomes and wellbeing. In this study, China’s “6+2” positive education model was adopted to develop an intervention program that aimed to reduce academic boredom and improve positive emotions, thought-action repertoires, and intrinsic motivation. Theoretically, this emotion-oriented treatment is expected to cultivate positive emotions to broaden students’ attention scope, widen their thought and action repertoires, facilitate intrinsic motivation and build up enduring psychological resources that help them better cope with negative emotions like academic boredom and trigger upward spirals toward emotional wellbeing. This proposed model fills a research gap in existing interventions and provides new theoretical knowledge in terms of reducing academic boredom and improving academic success as well as wellbeing among Chinese college students. The theoretical framework of this study consisted of the broaden-and-build theory of positive emotions, basic psychological needs theory, and the control-value theory of academic emotions.
 
 Received: 11 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

The Strengths-Based Performance Profile (SBPP): A Method for Strengths-Spotting and Application in Single-Session Consultations with Athletes

The performance profile technique is a standard, theory-driven sport and performance psychology intervention for enhancing various psychological outcomes within athletes and teams. Despite the popularity of the technique, current literature and practices are focused almost exclusively on performance profiling for deficiency driven purposes and addressing identified areas for improvement. The purpose of this paper is to introduce a radical adaptation of the performance profile technique anchored in positive psychology (i.e., strengths-based approaches and broaden-and-build theory of positive emotions) and solution-focused principles to build mental readiness in single-session contexts. The conceptual, theoretical, and empirical rationale, overview, benefits, and applied considerations of the strengths-based performance profile (SBPP) are presented herein to propose a novel strengths-focused application of the performance profiling procedure. To conclude, we discuss how the SBPP technique can be used to help athletes, coaches, and sport psychology professionals better understand, assess, and capitalize on existing strengths in preparation for upcoming performances.

Supervisor companionate love expression and elicited subordinate gratitude as moral-emotional facilitators of voice amid COVID-19

ABSTRACT Emerging research shows that moral emotions can promote individual prosocial behaviors and adaptation during adversity. Integrating Affective Events Theory (AET) with two functionalist theories of emotions (social functions of emotions and broaden-and-build theory of positive emotions), we extend this line of research by focusing on other-oriented moral emotions as facilitators of individuals’ adaptive behavior of voice during a major crisis. We conducted a four-wave survey study with 111 U.S. working adults during the early (acute) stage of the COVID-19 pandemic. Our path analyses in AMOS, coupled with PROCESS-aided analyses in SPSS, indicated that supervisors’ companionate love expression elicited gratitude in subordinates, particularly when subordinates perceived high uncertainty of the crisis, which, in turn, broadened subordinates’ in-role perceptions of, and promoted engagement in, voice behaviors. Our findings extend AET in meaningful ways and contribute to research on the moral emotions of companionate love and gratitude, stressing their value in managerial practice.

Subjective well-being, mobile social media and the enjoyment of tourism experience: a broaden-and-build perspective

ABSTRACT Drawing on the broaden-and-build theory of positive emotions, this study treats tourist pre-existing subjective well-being as an antecedent to the use of mobile social media (MSM) for sharing tourism experiences. The study further examines how the sharing influences tourism experience. Data were collected from a sample of 1084 consumers who have experience of using MSM for sharing tourism experiences. The results show that subjective well-being has a positive effect on sharing tourism experience on MSM, which further leads to the enjoyment of the digitalized tourism experience. The study provides important implications for tourism research and practice.

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

In addressing the recent special issue in Frontiers in Psychology, namely “Positive Psychology in Foreign and Second Language Education: Approaches and Applications,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.

A broaden and build framework of self-transcendent emotions for organizational effectiveness

The organizational behavior literature establishes that positive emotions are essential in contributing to desired workplace outcomes. Limited work, however, focuses on self-transcendent emotions – emotions arising from attending to the needs of others that motivate prosocial behaviors. Further, existing theoretical work is limited in explaining the underlying mechanisms by which this category of emotions benefits individuals and organizations. The current work addresses this theoretical lacuna. We distinguish between four self-transcendent emotions – compassion, gratitude, inspiration, and awe, and detail the underlying processes that link them with enhanced organizational functioning. We build our propositions guided by an overarching theory – the broaden-and-build theory of positive emotions and detail the specific mechanisms by which each self-transcendent emotion broadens cognitive processes and builds the necessary resources for individual and organizational effectiveness. We conclude our review with four key themes – (i) the importance of delineating levels of analysis in research on self-transcendent emotions, (ii) acknowledging contextual and cross-cultural differences shaping the experience of self-transcendent emotions, (iii) addressing measurement concerns and (iv) examination of other self-transcendent emotions. In effect, we synthesize the positive psychology and organizational behavior literature to generate a framework illustrating how self-transcendent emotions contribute to organizational effectiveness.

Adapting to Organizational Change: The Role of Positive Affect Change

Job affect can influence work behaviors, especially in the context of organizational change that is characterized by challenges and uncertainties. As employees navigate the upcoming changes, they may experience changes of affective states in the adaptation process. Based on affective events theory (Weiss & Cropanzano, 1996) and broaden-and-build theory of positive emotions (Fredrickson, 1998, 2001), the present study investigates the role of positive affect change, beyond positive affect level, in providing additional resources to help employees adapt to organizational change initiatives. Using seven waves of monthly longitudinal data collected from 110 full-time sales employees at a Chinese regional bank that was undergoing reforms of its incentive structure, we found that increase in positive affect over 5 months was positively related to employee adaptive performance and negatively related to post-change counterproductive work behavior. Moreover, the joint effect of employee’s task-contingent conscientiousness and intrinsic motivation predicted interindividual difference in intraindividual positive affect change, and their indirect effect on employee behavioral outcomes was mediated by positive affect change. The findings provide initial evidence of positive affect change in facilitating the process of employee adaptation.

Why I persist while others leave? Investigating the path from passion to persistence in entrepreneurship

ABSTRACT Although research affirms that entrepreneurial passion (EP) is an important predictor of entrepreneurial persistence, much less is known of the underlying processes through which EP leads to entrepreneurial persistence. Drawing upon the broaden-and-build theory of positive emotions, this study uncovers the mediating effects of entrepreneurial self-efficacy (ESE) and the moderating role of proactive personality between the relationship of EP and entrepreneurial persistence. The results of survey data from 215 small firms in China demonstrate that ESE mediates the link between EP and entrepreneurial persistence. The proactive personality of an entrepreneur also strengthens the direct relationship between EP and ESE and the indirect relationship between EP and entrepreneurial persistence via ESE. The findings contribute to the literature on entrepreneurs’ proactive personalities, ESE and entrepreneurial persistence.

Ethics support through rapport: Elaborating the impact of service provider rapport on ethical behaviour intention of the tourists

Tourism research is concerned about increasing tourist visits yet simultaneously reducing the negative impact of tourism activities for the local communities by promoting the ethical behaviour of the tourists built upon the broaden-and-build theory of positive emotions, this research aims to test the influence of tourism service provider rapport on ethical behaviour intention of the tourists. Specifically, we propose that service provider rapport induces happiness that broadens moral cognition and build personal resources to perform ethical behaviour. Using a scenario-based survey, we found that happiness induced by service provider rapport can improve ethical behaviour. Moreover, happiness also elevates tourist's moral identity centrality, leading to ethical judgment and ethical behaviour intention. Thus, moral identity and ethical judgment are not stable for an individual. The theoretical contributions and practical implications are discussed further.

Effects of Ethnicity and Spiritual Intelligence in the Relationship Between Awe and Life Satisfaction Among Chinese Primary School Teachers.

Based on the broaden-and-build theory of positive emotions, this study explored the mediating effect of spiritual intelligence between awe and life satisfaction among Chinese primary school teachers and whether this effect was moderated by ethnicity. Participants comprised 569 teachers from 24 primary schools in southwestern China, where many of the ethnic minority groups of China reside. Awe and spiritual intelligence were found to positively predict life satisfaction among primary school teachers, while awe also indirectly influenced life satisfaction through the partial mediation of spiritual intelligence. Ethnicity was also found to moderate the relation between awe and life satisfaction, i.e., when compared with the Han teachers, there is a more significant and positive relation between awe and life satisfaction in ethnic minority teachers. These findings not only indicate the critical role of awe in promoting life satisfaction of primary school teachers but also especially show that awe embodied in the traditional cultural activities makes it easier to breed life satisfaction in ethnic minority teachers.

La vida comprometida académicamente de los estudiantes orientados al dominio: orden causal entre emociones positivas, metas de dominio y compromiso académico

Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement (using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student's involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.

Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher.

According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes (i.e., job satisfaction and turnover intention). A total sample of 685 teaching professionals (431 female) filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being.

The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement

Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student’s involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.

Work-Life Balance Research in Athletic Training: Perspectives on Future Directions.

Work-Life Balance Research in Athletic Training: Perspectives on Future Directions.

Promoting subjective well-being through communication savoring

ABSTRACT The broaden-and-build theory of positive emotions articulates the merit of positive emotions in promoting well-being. Using an online two-group posttest-only randomized experimental design, this study examined the effects of communication savoring on subjective well-being (i.e., positive and negative affect, happiness, and life satisfaction) among young adults (M age = 20.97, SD = 1.91). After writing about a communication moment they savored and savoring the positive emotions derived from reminiscence, participants in the experimental group (n = 90) reported higher levels of positive affect and lower levels of negative affect compared to participants in the comparison group (n = 87) who wrote about a communication moment they recently experienced. Moreover, results showed that the one-time communication savoring intervention was indirectly related to higher levels of happiness and life satisfaction through both positive and negative affect. Results bolster recent theorizing about communication savoring as a distinctive positive communication construct.

ОБЩЕНИЕ В СОЦИАЛЬНЫХ СЕТЯХ КАК ФАКТОР ВОЗДЕЙСТВИЯ НА УДОВЛЕТВОРЕННОСТЬ ПОТРЕБИТЕЛЕЙ ТУРИСТСКИХ УСЛУГ

According to forecasts, by the end of 2020, the number of users of social networks will reach more than 3 billion people. The growing popularity of social networks is due to the acquisition by their members of certain social and emotional benefits: the possibility of interacting with other people in real time, receiving support, approval, admiration, self-education and self-development. The purpose of the article is to study the impact of communication in social networks on the satisfaction of consumers of tourism services based on the theory of social impact and the theory of positive emotions. The author defines the meaning of the concept of “social support”. Based on an analysis of the results of a number of studies, the hypothesis that social support in social networks has a significant impact on the experience of travel and the satisfaction of consumers of tourism services is confirmed. The study makes a theoretical contribution to deepening knowledge about the role of social support and positive emotions received by users on social networks on their satisfaction with travel experience. Understanding the relationship between the use of social networks and the satisfaction of consumers of tourism services is of practical value for marketing in tourism and advertising in social networks.

The Broaden-and-Built Theory of Gratitude: Testing a Model of Well-Being and Resilience on Turkish College Students

The use of the positive psychology approach is increasing and this approach emerges as one of the sources that can effectively be used for the field of counseling. One of the main works of the positive psychology approach is the issue of positive emotions, development process of these emotions and benefits of positive emotions. The aim of the study was to test a hypothetical model developed to explain the effect mechanism of positive feelings on individuals' well-being and resilience. The sample consisted of 471 college students from three universities in Turkey. For data collection, Gratitude Scale, Life Orientation Test, Two-Dimensional Self-Esteem Scale, Multidimensional Perceived Social Support Scale, Balanced Measure of Psychological Needs Resilience Scale and Risk Factor Determining List were used. It was found that all the variables discussed in the model have significant positive relationships with each other. It was found that the proposed model was confirmed and the fit indices were found as at good level. Accordingly, gratitude as a positive emotion and a general life orientation, was found to contribute to the psychological needs satisfaction through the perceived social support and self esteem and need satisfaction enhances the individual's well-being and resilience levels. The research revealed that main proposals of Positive Activity Model and Broaden-and-Build Theory of Positive Emotions were validated. This validated model may be implemented with experimental researches. Besides, the proposed model may be tested among different samples.