Understanding Of Emotions Research Articles

Baghdad in My Shadow (2019): a Political Thriller in a Multireligious Europe

Abstract This article presents the Swiss-Iraqi director Samir Jamal Aldin and his thriller Baghdad in My Shadow (2019) and puts it into a context of the re-negotiation of identities in a culturally diverse Europe. The director’s intention is presented as a wish to deal with taboo issues related to gay rights, women’s emancipation, and religious fundamentalism within an Iraqi community in contemporary London. The film is analysed with the help of (1) theories analysing tensions between liberal-secular and religious-fundamentalist standpoints, and (2) theories about film viewers’ engagement, amplifying audiences’ emotions and thoughts about complex societal issues. The film could be said to advocate a standpoint of dynamic secularism promoting individual rights. The article argues, furthermore, that Samir as a Swiss-Iraqi filmmaker encourages thick viewing through his thriller format and invites the audience to a deeper emotional and intellectual understanding of liberal principles, honour culture, and hybrid identity positions in contemporary Europe.

Fauda and the Israeli occupation of Palestine: Gender, emotions, and visual representations of complicity in international politics

AbstractThis article examines the visual politics of complicity within war, conflict, and military occupation in International Relations (IR). By arguing that complicity is a social relation through which actors navigate violence while drawing on power and resources that are distributed unevenly, it explores the production, articulation, and reception of complicity within the Israeli television series Fauda, which addresses complicit behaviour under the Israeli occupation of Palestine. By building on Feminist IR's engagement with emotions, gender, and visual representations, this article provides a twofold contribution to the study of complicity in international politics. Firstly, the complicit entanglement between creators, distributors, and viewers of Fauda spotlights the cultural workers’ role in shaping public knowledge of war, violence, and military occupation, particularly by creating and circulating cultural representations that facilitate the complicity of audiences with the violence that they consume through certain emotional logics (empathy, compassion, fear). Secondly, this article examines representations of complicity within Fauda to shed light on complicit actors’ embodied experiences of navigating between different identities while caught in the middle of violence (perpetrator, victim, witness, bystander). To this end, this article develops our understanding of emotions, resistance, and domination in international politics.

Adolescents’ Digital activity and its Correlation with Cognitive-Emotional Features, School Performance, and Social and Age Factors: Cross-Sectional Study

Background. The study of digital activity correlation with cognitive-emotional features, as well as with other parameters of adolescents’ life-activity in non-capital regions of Russian Federation remains relevant.Objective. The aim of the study is to analyze the digital activity structure in adolescents and its correlation with cognitive-emotional features, school performance and social and age factors.Methods. Participants are secondary school students of the 8th–11th grades. Digital activity was examined via online survey among adolescents. We took into account the use of social media, information search, watching videos on the Internet, using of messengers, playing games with electronic devices. Cognitive features (memory, thinking, executive functions, sensory information procession, reading and speech, understanding of emotions, decision-making) and emotional state of adolescents (anxiety) were evaluated by clinical psychologists via various tests. School performance was determined by the recent results of the school quarters/semester finished by the time of the survey. Social and age factors included regular out-of-school physical activity and family structure (complete/ incomplete).Results. We have examined 438 teenagers. 53 (12%) respondents spend more than 5 hours a day with digital devices on weekdays, 133 (30%) — on weekends, 147 (34%) — during the holidays. Structure of digital activity during weekdays (≥ 1 hour) among adolescents was the following: activity in social media prevailed (63.5% of respondents), fewer teenagers searched for information or watched videos on the Internet (47.3 and 42.9%, respectively), about a third (34.9%) played via electronic devices. Structure of digital activity changed over the weekend and during the holidays. We have revealed differences between the information search activity and the volume of short-time memory, understanding the verbal messages, and verbal-logical operations level. Adolescents with different levels of computer gaming activity have shown diversity in sensomotor reaction speed, visuospatial memorization accuracy, number of errors in high-speed reading, reading pace, and understanding text basic meaning.Conclusion. The greater time of digital activity among 8th–11th grades students is associated with negative results of cognitive activity and school performance.

Humanitarianism and affect-based education: Emotional experiences at the Jean-Pictet Competition

AbstractFor international lawyers seeking to promote compliance with international humanitarian law (IHL), some level of affective awareness is essential – but just where one might cultivate an understanding of emotions, and at which juncture of one's career, remains a mystery. This article proposes that what the IHL lawyers and advocates of the future need is an affect-based education. More than a simple mastery of a technical set of emotional intelligence skills, what we are interested in here is the refinement of a disposition or sensibility – a way of engaging with the world, with IHL, and with humanitarianism. In this article, we consider the potential for the Jean-Pictet Competition to provide this education. Drawing on our observations of the competition and a survey with 231 former participants, the discussion examines the legal and affective dimensions of the competition, identifies the precise moments of the competition in which emotional processes take place, and probes the role of emotions in role-plays and simulations. Presenting the Jean-Pictet Competition as a form of interaction ritual, we propose that high “emotional energy” promotes a humanitarian sensibility; indeed, participant interactions have the potential to re-constitute the very concept of humanitarianism. We ultimately argue that a more conscious engagement with emotions at competitions like Pictet has the potential to strengthen IHL training, to further IHL compliance and the development of IHL rules, and to enhance legal education more generally.

Face expression understanding by geometrical characterization of deep human face representation

Face expressions understanding is a key to have a better understanding of the human nature. In this contribution we propose an end-to-end pipeline that takes color images as inputs and produces a semantic graph that encodes numerically what are facial emotions. This approach leverages low-level geometric details as face representation which are numerical representations of facial muscle activation patterns to build this emotional understanding. It shows that our method recovers social expectations of what characterize facial emotions.

Father influences on child social adaptability: Mediation by peer communication ability

We examined the relationship between fathers’ parenting attitudes and children’s social adaptability, as well as the mediating effect of children’s peer communication ability in that relationship. The participants were 228 young Chinese children (boys =54.3%, girls=45.7%; mean age =5 years, SD = 0.08 years) and their fathers (n = 228; mean age = 32.73 years, SD = 4.77 years). The data model showed that the father’s parenting attitudes are associated with children’s peer communication and social adaptability. Children’s peer communication ability played a mediating role in the relationship between fathers’ parenting attitudes and children’s social adaptability. Male children and younger aged fathers were associated with high child social adaptability and children’s peer communication ability. The results suggest that fathers’ positive parenting attitudes (emotional warmth and understanding or interference protection) can improve children’s peer communication and social adaptability, whereas their negative parenting attitudes (punishment or refusal to deny) can hinder these abilities. For children’s mental health well-being, fathers should establish positive parenting attitudes to improve their children’s social adaptability and the quality of their peer relationships.

Диалектическое и формальное мышление в контексте понимания эмоций детьми младшего возраста

Background. Te article presents the results of a longitudinal study of the cognitiveemotional development of children from the standpoint of the structural-dialectical approach. Te authors consider the indicators of the formation of dialectical and formal-logical thinking and their relationship with emotion understanding in the children of preschool and primary school age. Objective of the study was to test the hypothesis about the relationship between the development of dialectical and formal operations and emotion understanding in the children aged 5–9 years. Methods. To assess the formation of mental operations and emotion understanding in 5–9-year-old children, a special toolkit was developed. Te structural-dialectical method of analysis was implemented to study the features of dialectical thinking and emotion understanding in the children of senior preschool and primary school age. Assessment of the formal thinking development was carried out in the context of the operational theory of intelligence developed by J. Piaget. Sample. Te study involved 50 children aged 5–9 years (56% boys and 44% girls), who were tested in the senior and preschool groups of kindergarten and then in the second grade of school. Results. Two forms of dialectical transformations were found to exist: substantive and structural. Te obtained results have shown that already at preschool age there are mechanisms which allow children to apply dialectical thinking operations together with formal-logical operations when solving tasks related to understanding of mixed emotions. Conclusions. Te results obtained confrmed the hypothesis about the existence of correlation of the dialectical and formal thinking with emotion understanding in the children of senior preschool and primary school age. In the course of studying the cognitive-emotional development of children in primary school, a trend was found associated with the transition from dialectical to formal-logical thinking. Tis result needs further investigating.

ЛОНГИТЮДНОЕ ИССЛЕДОВАНИЕ ПОНИМАНИЯ СМЕШАННЫХ ЭМОЦИЙ ДЕТЬМИ 5–6 И 7–8 ЛЕТ: КОГНИТИВНЫЙ АСПЕКТ

Background. This article presents data from a longitudinal study of understanding mixed emotion in preschool and primary school-age children, as well as the relationship of emotion understanding to the development of thinking. Understanding mixed emotions is viewed as children’s ability to recognize and interpret emotions consisting of two simultaneous emotions of diZ erent valences. In contrast to the majority of other works following Piaget’s theory, our work, follows the structural-dialectical approach and examines how the understanding of mixed emotions is connected not only to formal operations, but also to dialectical actions which allow us to look into the way a child forms the unity of two opposite emotions. Objective of the study was to analyze how understanding mixed emotions develops in children aged 5–6 and 7–8 and to assess the nature of changes in the relationship between understanding mixed emotions and indicators of cognitive development in these two age groups. Sample. Data were obtained by diagnosing 80 children, including 42 boys(52.5%) between 2019 and 2022. Methods. Preschoolers’ understanding of mixed emotions was assessed usinп a set of tasks consisting of three stories whose characters experienced atypical emotional experiences (Veraksa et al., 2022a). To diagnose the formal-logical thinking, the Probability, Scale and Cylinder methods (Piaget, Inhelder, 1951; Piaget et al., 1948), which were part of the classic Piaget tests, were applied. [ e development of dialectical thinking was assessed with the techniques “Drawing an Unusual Tree”, “What can be at the same time?”, and “Cycles” (Veraksa et al., 2022b). Results. Analysis revealed that children in the Y rst grade were more successful in completing mixed emotion tasks than children in the older preschool group. It was found that the success in comprehension tasks for mixed emotions among older preschoolers and Y rst graders was related to the development of multiplication operations (formal-logical operations) and operations of mediation, serialization, and reference (dialectical operations). Conclusion.[ e peculiarities of the connection between the understanding of mixed emotions and the development of formal and dialectical thinking in children aged 5–6 and 7–8 were revealed.

L’orientation mentale maternelle et paternelle et la compréhension des émotions à l’âge préscolaire en contexte de précarité financière

Cette étude vise à décrire les différents types de commentaires d’orientation mentale (OM) des mères et des pères durant leurs interactions de jeu avec leur enfant d’âge préscolaire issus d’un contexte de précarité financière et à examiner si ces commentaires sont liés à la compréhension des émotions des enfants. L’échantillon est composé de 78 enfants âgés entre 3 et 5 ans et de leurs parents bénéficiaires de l’aide sociale. Les interactions parent-enfant ont été filmées lors d’une visite à domicile puis codées à partir de la procédure d’observation de l’OM. La compréhension des émotions des enfants a été évaluée à l’aide d’une tâche de marionnettes. Les résultats des analyses de régression montrent que les enfants exposés à davantage de commentaires mentaux maternels appropriés sur leurs désirs présentent une meilleure compréhension des émotions. Aucun lien entre l’OM paternelle et la compréhension des émotions des enfants n’a été trouvé. Ces résultats contribuent à approfondir notre compréhension des liens entre les commentaires des parents axés sur les états mentaux, dont ceux des pères qui jusqu’à présent ont été très peu étudiés, et la compréhension des émotions chez des enfants d’âge préscolaire vivant dans un contexte de précarité financière.

THE MODERATOR ROLE OF DIFFICULTIES OF EMOTIONAL REGULATION IN THE RELATIONSHIP BETWEEN AGE AND THE INTENSITY OF POSITIVE EMOTIONS

Objectives. Identifying aspects of the difficulties of emotional regulation (awareness and understanding of emotions, acceptance of emotions, the ability to control impulsive behavior and be in line with the desired goals in terms of negative experiences and the ability to flexibly use emotional regulation strategies in similar situations to correctly modulate emotional responses) and the force with which positive emotional experiences are lived in adolescence. Material and methods. The sample of this study was made up of 427 students aged between 15 and 18 years (Mage = 16.35, SD = .93), 136 male (Mage = 16.38, SD = .95), from which data have been collected by applying questionnaires aimed at self-reporting to different emotional situations using Difficulties in Emotion Regulation Scale (DERS) and Revised Emotional Intensity Scale (EIS-R). Results. The results shows the effect of the predictor (age) on the dependent variable (the intensity of positive emotions) at different levels of the moderator (average, low and high). Five of the six dimensions of emotional disorder have a moderator effect between age and the intensity of positive emotions (respectively: non-acceptance of emotional responses, difficulty in achieving objectiveoriented behaviors, limited access to emotional regulation strategies, lack of emotional clarity and difficulty in controlling impulse). Poor emotional awareness is the difficulty of emotional regulation that does not moderate the relationship. Conclusions. The results of the study emphasize those strategies of emotional regulation that specialists interested in developing in any programs or psychotherapeutic intervention techniques to consider with regard to adolescents. Keywords: adolescence, emotion regulation, intensity of positive emotions, age.

Who succeeds in a leadership course? Achievement is predicted by ability-tested but not self-reported emotional intelligence

We examine Emotional Intelligence (EI) as a predictor of academic performance in business school leadership coursework. Leadership requires competent interaction with subordinates on an interpersonal level. This requires interpersonal skills, such as engaging in difficult conversations. We argue that performance in a course that develops these skills is facilitated by EI. We report data from two studies (Study 1 N = 609; Study 2 N = 529) in which students completed a battery of both self-reported and ability-tested EI measures. Controlling for cognitive ability and personality, ability-tested EI predicted leadership course grades in both studies, whereas self-reported EI did not do so in either. Each of the ability EI constructs tested—namely emotion perception, emotional understanding, emotion management, and emotion attention regulation—significantly predicted course performance. These findings suggest information about ability EI can lead to understanding who stands to benefit most from leadership education and for students to be more accurate in their self-assessments about their emotional abilities.

The Role of Chatbots in Mental Health Interventions: User Experiences

This study aims to explore the user experiences of individuals interacting with mental health chatbots, identifying key themes related to engagement, efficacy, satisfaction, barriers, and potential improvements. The objective is to inform the design and implementation of chatbot interventions to better meet the needs of users seeking mental health support. A qualitative research design was employed, utilizing semi-structured interviews with 22 participants who have used mental health chatbots. Thematic analysis was conducted to extract major and minor themes from the transcribed interviews, focusing on the aspects of user interaction, perceived benefits, and areas for enhancement in chatbot functionality. Five major themes were identified: User Engagement and Interaction, Perceived Efficacy, User Satisfaction and Trust, Barriers and Limitations, and Future Directions and Improvements. These encompassed various categories such as ease of use, personalization, emotional support, privacy concerns, technological issues, and suggestions for advanced AI and better integration with professional care. Participants valued chatbots for their accessibility and personalized support but highlighted the need for improvements in emotional understanding and technical reliability. Mental health chatbots are a promising tool for supporting individuals with their mental health needs, offering benefits in terms of engagement, personalized support, and perceived efficacy. However, addressing identified barriers such as technological limitations and emotional disconnect is crucial for enhancing user satisfaction and trust. Future developments should focus on incorporating advanced AI technologies, ensuring user privacy, and integrating chatbots more closely with traditional mental health services.

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics.

Today's common typologies and categories of children's toys are mainly decided by the manufacturers and retailers of children's products. Such categorizations are not based on a theoretical understanding of child development and therefore cannot provide information about the opportunities that toys provide for the young. This study proposed three criteria for categorizing toys based on the cultural-historical approach: their degree of realism; their degree of anthropomorphism; and their degree of detail. These criteria were chosen as a result of an analysis of theoretical works carried out in the framework of cultural-historical approach. The proposed criteria were tested through an experiment measuring children's toy preferences. The participants were 129 children of ages 3-4 years. Experimental data confirmed that most children do prefer realistic and detailed toys rather than those with fewer of these properties. The contribution of socio-demographic factors and the children's individual developmental indicators to their toy preference was also analyzed. The study revealed that among various socio-demographic factors, only the child's gender and the number of siblings in the family acted as significant predictors for the toy preferences. None of child's developmental characteristics (nonverbal intelligence, executive functions, and emotional understanding) were found to be significant predictors of preference for particular toys. The assumption that toys can be assessed in terms of their realism and degree of detail found empirical support. The results of this study may be useful in designing further research and in the practical issue of toy selection for children age 3-4 years.

The effect of emotional intelligence on the performance of auditors

This study aims to evaluate the impact of effective emotional intelligence on the work of auditors in Ho Chi Minh City, Ho Chi Minh. The authors conducted a survey for 355 auditors at companies and organizations operating in the field of auditing. The results show that there were 4 factors of emotional intelligence that affect job performance, arranged in the following sequence: (1) Perception of emotions, (2) Positive thinking with emotions, (3) Understand emotions, (4) Control emotions. This is the basis for the authors to give some implications to improve the emotional intelligence characteristics of auditors towards work efficiency.

Summaries

Summaries

Revisão Sistemática da Literatura sobre Expressividade e Regulação Emocional em Estudantes do Ensino Médi

Adolescence is a period marked by many biopsychosocial changes in an individual’s life. In this sense, high school brings a strong emotional charge, as the teenager needs to prepare himself to think about his career, in addition to his personal dilemmas. Thus, the present study sought to understand what has been produced on the themes emotional expressiveness and emotional regulation in high school students. For this, it carried out a systematic review in four databases (PubMed, PepSic, SciELO and Lilacs), including articles published between 2011 and 2021. Initially, 3,723 articles were selected, which after applying the inclusion and exclusion criteria were reduced to two. The results obtained here reveal that there are very few investigations into emotional expressiveness and emotional regulation in the country. However, both are clear about the positive effects of interventions with adolescents that included identification, understanding and naming of emotions, which are part of the emotional regulation skill. The first article demonstrates that these procedures were able to replace the violent response through the use of cultural objects of expression such as audiovisual and theater. In the second, the process of emotional regulation helped adolescents to build vital projects and to develop feelings that went beyond personal interests and included the concern and well-being of others. The relevance of the studies confirms the need to carry out national research in order to produce more knowledge in the area and support interventions for the socio-emotional development of adolescents.Keywords: Emotional expressiveness, emotion regulation, adolescents, high school, students

The Psychology of Nuclear Brinkmanship

Abstract Conventional wisdom sees nuclear brinkmanship and Thomas Schelling's pathbreaking “threat that leaves something to chance” as a solution to the problem of agency in coercion. If leaders cannot credibly threaten to start a nuclear war, perhaps they can at least introduce uncertainty by signaling that the decision is out of their hands. It is not so easy to remove humans from crisis decision-making, however. Often in cases of nuclear brinkmanship, a human being retains a choice about whether to escalate. When two sides engage in rational decision-making, the chance of strategic nuclear exchange should be zero. Scholars have explained how risks associated with accidents, false warnings, and pre-delegation creep into nuclear crises. An investigation of how chance can still produce leverage while leaders retain a choice over whether and when to escalate adds to this scholarship. There remains an element of choice in chance. For a complete understanding of nuclear brinkmanship, psychology and emotion must be added to the analysis to explain how leaders make decisions under pressure. Human emotions can introduce chance into bargaining in ways that contradict the expectations of the rational cost-benefit assumptions that undergird deterrence theory. Three mechanisms of nuclear brinkmanship—accidents, self-control, and control of others—illustrate how a loss of control over the use of nuclear weapons is not a necessary element of the threat that leaves something to chance. Choice does not have to be eliminated for a risk of catastrophic destruction to remain.

Student emotions and online class engagement in the time of pandemic

In response to COVID-19 pandemic, universities around the world have been forced to shift to online study. The abrupt shift towards online learning compounded by social isolation and reduced interactions with teachers and peers may have taken a toll on students' emotions affecting their engagement. This study examined how positive and negative emotions influence online student engagement (OSE) in the time of pandemic. Quantitative research was conducted using an online survey that was administered to undergraduate students at a private university in East Malaysia, of which 207 have responded. The findings revealed that enjoyment and frustration influenced significantly and positively online student engagement. Conversely, anxiety and boredom are negatively related to online student engagement. This study improves understanding of students' academic emotions and their online engagement. It helps higher education administrators and policymakers to explore the influential effects of students' emotions on facilitating students' online engagement.

Recognition of human emotions in real time

This article emphasizes the importance and relevance of using neural networks to recognize human emotions in real time. He explores the possibilities of using convolutional neural networks for efficient analysis and classification of emotions based on facial expressions. The article describes the process of developing an application using JavaScript and TensorFlow and highlights potential optimization opportunities to improve the speed and accuracy of emotion recognition. The solution proposed in this paper offers a highly effective approach to emotion recognition, applicable in a variety of fields ranging from medicine and social research to marketing and entertainment. This highlights the importance of advanced technologies that improve human-computer interaction and reflects the importance of using innovative methods to improve the quality of human life. The convolutional neural network (CNN) algorithm used in this study uses a deep learning approach for facial expression recognition. The architecture of the CNN model includes several convolutional layers, each of which is responsible for identifying specific features of face images, such as edges, textures, and patterns. These layers are followed by pooling layers to reduce dimensionality, allowing the network to focus on the most meaningful features. In addition, the use of rectified linear units (ReLU) as activation functions improves the model’s ability to capture complex relationships in the data. In addition, the paper examines a deep learning facial expression recognition (FER) model based on convolutional neural networks, demonstrating its effectiveness in accurately identifying and classifying different emotional states based on facial features. The robust architecture of the FER model and the learning process allow it to distinguish the nuances of facial expressions, contributing to a more detailed understanding of human emotions. Consequently, such a system could be useful for medicine, social research, marketing, and entertainment, helping to analyze emotional responses and improve user interaction strategies.

Broad-Deep Network-Based Fuzzy Emotional Inference Model with Personal Information for Intention Understanding

A broad-deep fusion network-based fuzzy emotional inference model with personal information (BDFEI) is proposed for emotional intention understanding in human-robot interaction. It aims to understand students’ intentions in the university teaching scene. Specifically, feature extraction is carried out by convolution and maximum pooling, and then the ridge regression algorithm is used for emotional behavior recognition, which reduce the influence of the complex structure and slow network updates in deep learning. Multivariate analysis of variance is used to select the key personal information affecting the intention and obtain the coefficient of influence degree. Finally, fuzzy inference is used to understand the intention. According to the recognition results, the accuracy on FABO database of our proposal is 1.89%, 12.21% and 0.78% higher than those of the Residual Network combined with geodesic flow kernel (ResNet-101+GFK), a fuzzy deep neural network with sparse autoencoder (FDNNSA), and an affect recognition on a video-skeleton of bimodal information with a hierarchical classification fusion strategy (HCFS), respectively, indicating that our proposal can effectively capture the emotional intention of students in the teaching scene.