Understanding Of Emotions Research Articles

Longitudinal relations of emotion knowledge to psychosocial adjustment in European and Chinese American school‐age children

AbstractThe study is the first to examine the developmental trajectory of emotion knowledge as it relates to psychosocial adjustment in a cross‐cultural context. European American (EA, n = 68, 28 boys) and Chinese American (CA, n = 62, 31 boys) children and their mothers participated. Children's emotion knowledge was assessed, and their psychosocial adjustment was reported by mothers at three time points when children were 6.5, 7, and 8 years of age. Although EA children had greater emotion knowledge at Time 1, CA children's emotion knowledge grew faster over the following 1.5 years. In addition, emotion knowledge predicted fewer internalizing problems in CA children but predicted fewer externalizing problems in EA children. Thus, emotion knowledge was associated with psychosocial adjustment for both cultural groups, and particularly helpful for children to cope with issues to which they are most vulnerable in their respective cultural contexts. The findings shed critical light on the developmental trajectories of emotion understanding and psychosocial adjustment in specific cultural contexts.

Emotions as Language Learning Enhancers of Grade 11 Students

This study aimed to investigate the emotional experiences of 11th-grade students to enhance language learning. Language learning is a complex and demanding process, and emotions can play a critical role in shaping students’ learning experiences. Therefore, the study adopted a qualitative approach and a Grounded Theory research design to examine the impact of emotions on language learning. Data were collected from ten 11th-grade students through interviews and journals. The findings revealed that emotional experiences significantly influenced the behavior of students during classroom instruction. Students’ motivation was significantly impacted by their emotions, as positive and negative emotions could either activate or deactivate their motivational behavior. Furthermore, the study found that experiencing positive and negative emotions could benefit students as it helped them develop emotional control and improve their language learning. Students who were able to regulate their emotions were better able to manage stress, remain focused, and perform better in their language learning tasks. The study highlighted the importance of understanding emotions in language learning and emphasized the role of epistemic emotions, which refer to emotions that arise during the learning process. By understanding how emotions impact language learning, educators can develop more effective teaching strategies that account for the emotional needs of their students.

Emotional intelligence matters in hospitality education: contributions of emotional intelligence, fluid ability, and personality to hospitality grades.

According to recent meta-analyses, emotional intelligence can significantly predict academic performance. In this research, we wanted to investigate a particular group of students for which emotional intelligence should be crucial. Namely, we examined whether emotional intelligence, conceptualized as an ability, uniquely contributes to academic performance in hospitality management education beyond fluid intelligence and personality. Using a battery of tests and questionnaires in an online survey, we analyzed if fluid ability, the Big-Five personality dimensions, and ability-based emotional intelligence predict six module grades in a sample of N = 330 first-semester students at a Swiss-based hospitality school. We found that the ability to manage other people's emotions is more predictive of module grades than fluid ability if the courses involve substantial parts of interactive work. Complementarily, the more a module focuses on theoretical knowledge or abstract subject material, the more fluid ability predicted performance. Other abilities and factors - emotion understanding, emotion regulation, the students' age, conscientiousness, and openness - predicted performance only in specific modules, hinting that the didactic methods and grading procedures are complex and involve various skills and dispositions of the students. Given that the hospitality education and industry are buzzing with interactions with peers and guests alike, we provide evidence that interpersonal and emotional competencies are vital to hospitality curricula.

Racialized Emotions When Thinking about Slavery: Associations Between Group Identification and Feelings of Threat, Shame, and Guilt Among White Americans

This paper highlights the relationship between group identification and racialized emotions among white Americans when asked to think about slavery on U.S. soil. Previous scholarship focuses on the consequences of such emotions or stimuli that increase them; however, there is limited work focusing on threat as a racialized emotion, or more broadly who is likely to experience heightened emotions when asked to think about historical racial violence that implicates their group. Using Group Position Theory and Identity Theory, I elevate work on racial threat as an emotion, and demonstrate how it is linked to white Americans’ group identification with their racial, national, and class identities. Then I compare this relationship to other commonly studied emotions—guilt and shame—to demonstrate threat’s unique relationship with these identities. Using survey data collected from a Survey Sampling International panel ( n = 869), I find that feelings of threat are maximized among white Americans who strongly identify with their racial and national identities. In contrast, guilt is heightened among whites who strongly identify with their racial identity, but weakly identify with their national identity, while shame has no significant relationship with these identities. Feelings of threat are also more likely in respondents who self-identify as members of the lower or working class (in comparison to the middle class). The results highlight one way that threat is a distinct emotional experience for white Americans when compared to other emotions. I conclude by discussing how understanding emotions as an outcome of white Americans’ self-perceptions of their identities as group members stands to advance the study of intergroup relations and racism in the United States.

New Paradigms in French Historiography, or the Same Old Ones?

This article presents some recent trends in French historiography that concern the relationship between history and literature. Among the recent developments are “experiments” carried out by a few historians, which are characterized by an explicit determination to focus on narrative, along with a willingness to share one’s own historical subjectivity. By going through some of the examples from this approach, this article highlights how these literary reflexes make important contributions. However, it also points out the weakness of this proposed method of making history on epistemological grounds. That is, it abandons the form of historical writing that requires distance and an appreciation that history’s vocation is to propose solid but uncertain propositions (to paraphrase Zemon Davis). By insisting on emotional and sensitive understanding, the knowledge gained from these experiments only questions the scientific aspects of history and history itself. This recent trend is not exactly new, as it evidently links up with some of the consequences generated by the linguistic turn.

An Adaptation Study of the Components of Emotion Understanding Test-24 (CEUT-24) to Turkish Context: An Investigation of the Internal Structure of the CEUT-24 at Item Level

The generalizability across cultural groups of the construct of Emotional Intelligence (EI) and its assessments has received scant attention. Most research on ability EI is done within a Western context. This study investigates whether the same internal structure of The Components of Emotion Understanding Test short 24 item version (CEUT-24) emerges also in non-Western, Turkish context with a bipolar Emotional Understanding (EU) ability factor, a unipolar (dis)acquiescent responding factor, and scenario-specific error covariances. The sample consisted of 680 (15-32 years old) participants. Three nested models (model A with only the EU factor, model B with the acquiescence factor added to model A, and model C with the scenario-specific error covariances added to model B) have tested with Confirmatory Factor Analysis. Results showed that only model C had an acceptable to good fit. An EU ability factor, an acquiescent responding factor, and scenario-specific error covariance factor accounted for the raw item responses of CEUT-24 in Turkey in the same way as in Western contexts. The current study contributes to generalizability of the CEUT-24 beyond typical western contexts.

Palliative care stay room – designing, testing and evaluating a gamified social intervention to enhance palliative care awareness

IntroductionThe message of palliative care can be promoted using creative thinking and gamification. It can be an innovative strategy to promote changes in behaviour, promote thinking, and work on skills such as empathy.AimDesign, test and evaluate a gamified social intervention to enhance palliative care awareness among young university students from non-health background.MethodsParticipatory action research study with mixed methods, Design Thinking and using the Public Engagement strategy. Forty-three undergraduate students participated in a Palliative Care Stay Room and completed the Test of Cognitive and Affective Empathy (TECA) before and after the game. At the end of the game, a ten-minute debriefing was held with the participants, which was concluded with an open conversation. The content analysis was done independently and the sum of the scores of each dimension was compared before and after the activity.FindingsThe Stay Room improved the participants’ knowledge and new perspectives about palliative care. Before the game, their views focused on the end of life and after the game on their values, highlighting the dedication of the healthcare professionals who do not treat death but the life until death. After de game, participants (N = 43: female = 23; male = 20; x̄ 19.6 years old) presented higher values in perspective adoption (intellectual ability to put oneself in the other’s place) p = 0.046 and in emotional understanding (ability to recognize emotional states) p = 0.018, and had high scores on empathic joy (p = 0.08).ConclusionGamification can be used in teaching and transmitting positive attitudes. Palliative Care and can help young university students to think positively about care issues.

Leaving home: Using videogames to help students understand forced migration

The representation of human mobility has depicted refugees in very different ways, from passive victims to threats to the economy, security, and national order in the receiving countries. This article presents a study conducted with graduate students with the aim of analyzing how this kind of geopolitical ideas about forced migration can be confronted by virtually approaching the situation of refugees in different settings. This study presents an innovative active learning methodology centered on the use of videogames to approach graduate students to the everyday life and practices of border crossing. The study uses quantitative and qualitative information provided by the students to explore the usefulness of the educational activity. This research shows how graduates through this method can use critical geopolitical lenses to examine their own biases, reflect beyond the established categories, adopt a problem-solving approach as reflexive thinkers and geopolitical actors regarding forced migration, and acquire key cognitive, skill-based, and affective learning outcomes. University students symbolize a segment of society that is eager to challenge dominant geopolitical representations and produce counter-hegemonic discourses to that end. In this context, their agency and emotional understanding can assist others in advancing towards a greater humanization of how global migration processes are comprehended.

THE PORTRAITS OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EMOTIONAL GEOGRAPHIES AND COPING STRATEGIES

This research reported on English pre-service teachers’ (henceforth PSTs) emotional dynamics during their teaching practicum in Indonesian schools. Research data were collected from retrospective reflections and stimulated recall with ten PSTs. Deploying Hargreaves’ (2001a) emotional geography, the research sought to portray PSTs’ emotional understandings and misunderstandings resulting from the engagement with school community. This study also examined PSTs’ emotion regulation strategies, as the orchestra to construct and re-construct their belief, skills, and professional identity. The findings document contoured emotional experiences characterized by three major themes, inter alia (dis)engagement, (dis)orientation, and distress; personal support and social acceptance; and compliance, cooperation, and completion. PSTs resort to antecedent-focused strategies to cope with the emotional dilemma due to their contextual relevance, effectiveness, and their peripherality in the school community. The research implication substantiates the need for restructuring the policy and practice of teaching practicum to accrue an exemplary foundation for teacher education.

Drawing an Angry Perpetrator and a Sad Target: Children’s Understanding of Emotions of School Bullying Perpetrators and Targets

AbstractThe present study aimed to investigate school-aged children’s understanding of emotions of perpetrators and targets of school bullying and whether these vary as a function of children’s participant role in a bullying episode. One hundred seventy-six boys and girls, with a mean age of 11 years and 3 months, participated in the study. They were asked to match emotions felt by the perpetrator and target in an emotional scenario and in a drawing task, while their own participant role in a bullying episode was assessed through a series of short individual scales. Results showed that overall children associated anger and happiness with the perpetrator, while sadness and fear with the target. Moreover, children’s understanding of emotions of school bullying perpetrators and targets was found to be related with their scores in Bullying, Victimization, Defender, and Assistant scales. Results are discussed in relation to their possible contribution in comprehending the dynamics of bullying, by highlighting how understanding of specific emotions of perpetrators and targets is related to involvement in bullying.

Принципы психолингвистического анализа текста и теория эмоций

Considering a number of postulates of Russian Psycholinguistics, the author presents the psycholinguistic foundations for understanding emotions in the subject's verbal and cogitative activity and proposes to reconstruct the process of understanding emotions with an analysis of the nature of predication in speech actions. The content of the text arises in the speech-cogitative activity of the subject, who has certain structures of consciousness and changes them in the process of this activity. Emotions essentially determine the meaning generation and perform a regulatory function in the text understanding: a) the motivational sphere of speech activity includes emotions as a subjective form of existence of a motive and largely determines the nature of speech action; b) based on the speech action carried out in signs, the recipient extracts from it a personal meaning, including an emotional one; c) the emotional component of the motive can gradually shift the connotations of meanings and change the associative links of the individual; d) the main purpose of the emotional component of the motive is to highlight the semantic dominant of the text. Speech action actualizes the consciousness of the individual in speech operations, which are regarded as the procedures of handling the signs that stabilize the structures of the author's consciousness, since the subject is socially forced to exist in systems of heterogeneous signs. In the speech action, the unity of the activity of the individual, as well as its conditions, goals and means, is manifested.

사회 정의를 위한 교육 맥락에서 ‘불편함’의 교육적 가능성 탐색: 정동 이론에 기반하여

Discomfort has been regarded as a de-politicized and psychologized matter such as personal preference or an inappropriate object to be corrected, with its pedagogical possibilities not being fully explored in the context of teaching for social justice. This study aims to explore the educational potential of discomfort as a drive for ethical and political self-transformation and solidarity for social change. For this purpose, this study explores the dynamics of emotion in the context of teaching for social justice and interrogates how discomfort has been located within it. Affect theory is utilized to expand the existing understandings of emotions, and from here, the educational potential of discomfort is emerged. Through the lens of affect, discomfort can be seen as a force that fetishizes ‘Other’ and reproduces social injustice and inequity, at the same time, it can be seen as a force to make it possible for us to question the existing bodily boundaries between ‘Us’ and ‘Other,’ thus fostering new ethical and political ‘becoming’ and affective self-transformation. To utilize discomfort as a pedagogical resource in teaching for social justice, some relevant issues are discussed such as ‘critical affective literacy,’ ‘classroom as a safe space,’ and ‘the relationships between pedagogy of discomfort and pedagogy of empathy.’ The need to conduct more theoretical and empirical research on affective dimensions of teaching for social justice in South Korean context is suggested.

Short report: Longitudinal study on emotion understanding in children with and without developmental language disorder

BackgroundChildren with Developmental Language Disorder (DLD) have difficult access to social interactions, which could in turn limit their opportunities to learn about others’ emotions. AimsThis study aimed to investigate the developmental trajectories of emotion understanding in young children with and without DLD. Methods and procedures95 DLD children and 149 non-DLD children were tested twice, with an approximately two-year interval (Mage = 3.58 years at Time 1), on three indices for emotion understanding (discrimination, identification, and attribution in emotion-evoking situations). Outcomes and resultsAt Time 2, DLD children fell behind their non-DLD peers on the non-verbal task for emotion discrimination, while catching up on the verbal tasks for emotion identification and attribution. The two groups developed most of these skills with a similar improvement over time, but DLD children showed a greater increase in positive emotion identification and attribution with age than non-DLD children. Conclusions and implicationsThe findings showed the potential of DLD children to understand others’ emotions in verbal tasks to a similar extent as their non-DLD peers. However, DLD children may still face difficulties understanding more implicit emotional messages in real-life situations, and longitudinal follow-ups are required to reveal these challenges.

Thinking versus feeling: How interoception and cognition influence emotion recognition in behavioural-variant frontotemporal dementia, Alzheimer's disease, and Parkinson's disease

Disease-specific mechanisms underlying emotion recognition difficulties in behavioural-variant frontotemporal dementia (bvFTD), Alzheimer's disease (AD), and Parkinson's disease (PD) are unknown. Interoceptive accuracy, accurately detecting internal cues (e.g., one's heart beating), and cognitive abilities are candidate mechanisms underlying emotion recognition.One hundred and sixty-eight participants (52 bvFTD; 41 AD; 24 PD; 51 controls) were recruited. Emotion recognition was measured via the Facial Affect Selection Task or the Mini-Social and Emotional Assessment Emotion Recognition Task. Interoception was assessed with a heartbeat detection task. Participants pressed a button each time they: 1) felt their heartbeat (Interoception); or 2) heard a recorded heartbeat (Exteroception-control). Cognition was measured via the Addenbrooke's Cognitive Examination-III or the Montreal Cognitive Assessment. Voxel-based morphometry analyses identified neural correlates associated with emotion recognition and interoceptive accuracy.All patient groups showed worse emotion recognition and cognition than controls (all P's ≤ .008). Only the bvFTD showed worse interoceptive accuracy than controls (P < .001). Regression analyses revealed that in bvFTD worse interoceptive accuracy predicted worse emotion recognition (P = .008). Whereas worse cognition predicted worse emotion recognition overall (P < .001). Neuroimaging analyses revealed that the insula, orbitofrontal cortex, and amygdala were involved in emotion recognition and interoceptive accuracy in bvFTD.Here, we provide evidence for disease-specific mechanisms for emotion recognition difficulties. In bvFTD, emotion recognition impairment is driven by inaccurate perception of the internal milieu. Whereas, in AD and PD, cognitive impairment likely underlies emotion recognition deficits. The current study furthers our theoretical understanding of emotion and highlights the need for targeted interventions.

Acetaminophen changes Mu rhythm power related to pain empathy

Empathy is an intricate ability that entails the subjective feeling and understanding of emotions someone else may be experiencing. Acetaminophen, the active ingredient found in Tylenol, is among the most common pain medications consumed. There is new evidence, however, that suggests this common analgesic may also dampen empathic processes. However, no previous study has investigated the effect acetaminophen may have on pain empathy or mu power during a pain empathy task. Therefore, participants were randomly assigned to either an experimental (acetaminophen) or control (sugar) group in a double-blinded experimental research design aimed to measure mu power, using EEG, and behavioral responses to painful and non-painful images. Participants in the experimental group were administered 1000 mg of acetaminophen, and it was verified that participants were unaware of their group assignment. We found that mu suppression was greater in the acetaminophen group, which was strongest at electrode C3. Additionally, mu power differences between painful and non-painful images were related to trait empathy, and mu power during the painful images was positively correlated with empathy behavioral rating scores. Results from this study suggest that in addition to reducing physical pain, acetaminophen may also change the neural response when perceiving others in pain. The implications of these findings could possibly lead to changes in how we prescribe and administer this common drug.

Adolescents’ coping and internalizing symptoms: Role of maternal socialization of coping and depression symptoms

Parental emotion socialization, including processes of the socialization of coping and emotion regulation, is a key factor in shaping children's adjustment in response to acute and chronic stress. Given well-established links between parental depression and youth psychopathology, levels of parental depression symptoms are an important factor for understanding emotion socialization and regulation processes. The present study examined associations among maternal coping and depression symptoms with their adolescents’ coping and internalizing problems. A sample of 120 adolescents (45% female, M = 12.27, SD = 1.90) and their mothers participated in a cross-sectional, multi-informant study. Mothers’ depression symptoms and adolescents’ coping were significantly related to adolescents’ internalizing problems. Adolescents’ coping moderated the association between maternal depression symptoms and adolescents’ internalizing problems, where at low and moderate levels of primary control coping, maternal depression predicted greater internalizing symptoms in adolescents. Further, this study expanded on prior work, demonstrating that the relationship between adolescents’ coping and internalizing symptoms was associated with the degree to which mothers model coping. Taken together, results suggest that maternal coping and adolescent coping serve as salient risk and protective factors in the context of family stress. Findings emphasize a need for researchers to further clarify the role of emotion socialization processes in adolescents’ development of coping in the context of family stress.

Somatovisceral influences on emotional development.

Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We highlight promising directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch.

EmoDNN: understanding emotions from short texts through a deep neural network ensemble

The knowledge obtained from emotions via online communities is substantially valuable in various domains, including social management, resource planning, politics, and market predictions. Affective computing, as a multi-aspect realm, aims to exploit emotion-pertinent details from various contents via connecting artificial intelligence to cognitive science. The hidden personality cues in daily brief contents can reveal the cognitive aspect of authors and uncover both similarities and contrasts between them. However, the main challenge lies in devising a cognition-aware algorithm to trace emotional cues in brief contents. To solve the challenge, we develop a novel framework that infers the cognitive aspect of individuals. We propose a deep ensemble method, supplied with a novel dropout algorithm, that aggregates outcomes from various classifiers to extract emotions from short texts. We employ a new embedding approach to enrich emotion-relevant features, collectively assembled via lexicons and attention actuates, resulting in a preferable set of vectors. The experimental results show that our proposed framework can achieve better accuracy in recognizing emotions versus other trending competitors. We empirically observe that detecting emotion latent cues via relying on personality features can effectively distinguish short text authors. Furthermore, the deep learning models overcome conventional methods, including the SVM, categorization, and heuristic rules.

Risk and Protective Factors in Ecuadorian Adolescent Survivors of Suicide.

Suicide is one of the main causes of death among the adolescent population, which is why it is considered an important mental-health problem. In addition to this situation, for each suicide, the group of people who survive it (known as suicide survivors) can present serious emotional affectations, becoming a population at risk for this problem. The purpose of this study was to analyze the effect of suicide-survivor status on risk factors and protective factors for suicide. A total of 440 adolescents with a mean age of 15.78 (SD = 1.74) participated, who were divided according to survivor status, identified as the SV group (79 cases), and non-survivors, identified as the NSV group-adolescents that did not have experience or contact with a suicide attempt (361 cases). A questionnaire of sociodemographic characterization and risk conditions, the Alexian Brother Urge to Self-Injure (ABUSI), the Plutchik Suicide Risk Scale, the Multidimensional Scale of Perceived Social Support, and the Cognitive and Affective Empathy Test (TECA) were applied. Descriptive statistics, mean difference for independent samples, contingency tables, X2 statistic, Fisher's exact statistic, and Cohen's d coefficient were used. The results show significant differences between SV and NSV participants in risk and protective factors regarding the presence of a greater adoption of perspective and emotional understanding. On the other hand, NSV adolescents presented higher scores of perceived social supports regarding risk factors, and there was a higher proportion of a history of suicide attempt, severity/hospitalization, impulse to self-harm, and level of suicidal risk in the SV group. The need to incorporate forms of suicide prevention with the survivor population is discussed, increasing the possibilities of postvention.

The influence of children's emotional comprehension on peer conflict resolution strategies.

Peer conflicts commonly happen in children's daily interaction, and strategies they employed to deal with the conflicts have an impact on peer conflict resolution. It has been illustrated that children's understanding of emotion plays an important role in social communication. However, there is little research focusing on the relation between emotional comprehension and peer conflict resolution strategies. In this study, 90 children of 3 to 6 finished the Test of Emotional Comprehension, and their preschool teachers were required to complete the Conflict Resolution Strategy Questionnaire, which scored each child's conflict resolution strategies. The results showed that: (a) the preference of conflict resolution strategies differed in age, and girls tended to adopt positive strategies; (b) children's emotional comprehension grew with age; and (c) children's conflict resolution strategies and emotional comprehension were closely related. Children's emotional comprehension can positively predict the overall conflict resolution strategies and negatively predicted negative strategies, whereas mental emotional comprehension can positively predict positive strategies. The factors affecting children's emotional comprehension and conflict resolution strategies, and their relationship were discussed in depth.