Emotional eating refers to the consumption of food in response to pleasant or unpleasant emotions. This behavior has frequently been linked to emotional dysregulation; however, the results obtained are inconsistent. Therefore, the aim of this meta-analytic study was to conduct a meta-analysis to synthesize the available evidence on the relationship between broad emotional dysregulation and emotional eating, as well as to identify possible moderators of this association. A systematic search was conducted in March 2025 in the following databases: Scopus, Web of Science, APA PsycInfo, and APA PsycArticles. Inclusion criteria comprised quantitative studies published in English or Spanish, analyzing the broad emotional dysregulation-emotional eating relationship, and reporting sufficient data to extract effect sizes. This systematic search yielded 40 studies and 42 samples (N=14,481; Mage=26.8; SDage=11.6; 67.8% females). The results revealed a positive, moderate association between broad emotional dysregulation and emotional eating (rpooled=.337 [.279, .396]). The valence of emotional eating and sample type emerged as relevant moderators. The association was stronger when focusing on studies that exclusively analyzed negative emotional eating (rpooled=.286 [.226, .345]) and became non-significant for studies addressing positive emotional eating (rpooled=.055 [-.113, .220]). Moreover, the links were stronger for non-clinical samples as compared to clinical ones. This review helps to better understand the association between broad emotional dysregulation and emotional eating and will contribute to preventing and intervening in this problem by developing new and more effective preventive and therapeutic strategies.

In the context of occupational environments and sustainable employment, this review explores the effects of declining workers’ health, environmental degradation, and the depletion of marine resources on workers’ psychological well-being. As seas and oceans are increasingly exploited and used as dumping sites for both solid and liquid waste, marine ecosystems are severely degraded, with negative impacts on biodiversity, water quality, and ecosystem processes. Marine biodiversity is crucial to maintaining global food security and supporting the livelihoods of millions of people worldwide. Moreover, this study examines the role of digital technology in the marine industry in safeguarding workers’ sustainable well-being. It emphasizes the complementary roles of law and technology in promoting it. The risks to the health and well-being of marine workers are greatly increased by the occupational consequences of climate change on the sustainable environment and the effects of working in marine environments. Working conditions, incomes, and even unemployment among marine workers have been directly affected by the degradation of marine environments and the depletion of marine resources. Anxiety, panic, depression, rage, and other unpleasant emotions that affect workers’ health and pose mental health risks are detrimental to the psychological well-being of marine workers. The challenges of employment in the marine industry adversely affect the physical and mental well-being of marine employees and hinder economic growth. However, digital technology in marine environments has fundamentally altered the regulations governing marine operations.

In the United States, Black women face racial stressors that significantly undermine their well-being and contribute to poor mental health outcomes. The current study examines how racial stressors (i.e., racial violence exposure through social media, vicarious racism, and interpersonal racism) are associated with racial trauma and dysphoria (i.e., depression, anxiety, and hostility) and the moderating role of emotion-focused coping self-efficacy (e.g., suppression of unpleasant thoughts and emotions) among Black women (Mage = 35, N = 283). The study employed a quantitative, cross-sectional, analytical design. A cross-sectional online survey was administered to Black women aged 18 and over in the Northeast US between March and July 2024. Participants from diverse socioeconomic backgrounds were recruited. Data were collected via Qualtrics and analyzed using IBM SPSS version 29.0. A hierarchical regression analysis assessed the association between racial stressors (social media violence, interpersonal racism, and vicarious racism), racial trauma, and dysphoria, with emotion-focused coping self-efficacy as a moderator. Greater exposure to racial stressors and the suppression of unpleasant thoughts and emotions were associated with higher dysphoria. Interpersonal racism was positively linked to racial trauma, while social media exposure to racial violence was associated with lower trauma. Interaction effects showed that Black women who reported high social media violence exposure and suppressed unpleasant thoughts experienced less trauma. Similarly, those who reported higher vicarious racism and felt confident in suppressing unpleasant thoughts also experienced less trauma. Conversely, those who felt less efficacious in suppressing unpleasant thoughts were more likely to endorse racial trauma symptoms. Black women's racial stressors, dysphoria, and racial trauma are linked. However, the psychological effects of racial violence exposure through social media depend on available coping resources. Suppressing unpleasant thoughts and emotions is a conditional coping strategy that may mitigate racial trauma when accompanied by high coping self-efficacy, especially in situations involving vicarious racism and social media-based racial violence exposure. Conversely, low confidence in suppressing distress is associated with heightened racial trauma, highlighting the importance of emotion-focused coping self-efficacy in shaping psychological vulnerability.

Examining coping among adolescent athletes in an intensive training centre: A profile analysis.

This study examined Black caregivers' affective responses to racial discrimination (i.e., the extent to which they reported being bothered by discriminatory experiences) and how these responses were associated with stress associated with navigating racial socialization practices (i.e., stress during conversations about race and racism with children). We further tested whether coping self-efficacy beliefs (i.e., problem-focused coping, suppressing unpleasant emotions and thoughts, and seeking support from family and friends) moderated the association between racial discrimination and racial socialization stress. The sample included a socioeconomically diverse sample of 680 Black caregivers (Mage = 37, 55% mothers). A significant interaction indicated that among caregivers who reported being highly bothered by racial discrimination, higher levels of problem-focused coping were associated with greater racial socialization stress, whereas lower levels of problem-focused coping were associated with lower stress. Being highly bothered by racial discrimination and reporting high levels of stopping unpleasant emotions and thoughts as a coping strategy was associated with the lower levels of racial socialization stress in comparison to those with lower levels of stopping unpleasant emotions and thoughts. Black caregivers, under the conditions of reporting being bothered by racism, with higher levels of family and friend support had lower levels of racial socialization stress in comparison to those with lower levels of family and friend support. The findings highlight the need to support Black caregivers in building effective coping strategies and social support networks.

Nurses are particularly vulnerable to workplace incivility, a form of deviant behavior that can evolve into severe workplace mistreatment. Although the psychological and organizational consequences of incivility have been documented, its impact on health, particularly through emotional pathways, remains unclear. Therefore, this study investigated the association between workplace incivility and nurses' self-rated health, focusing on the mediating roles of positive and negative affect-broad emotional states reflecting energy and engagement, and distress and unpleasant emotions, respectively. This descriptive correlational study used survey data from 301 nurses in South Korea. Generalized structural equation modeling was employed to test the hypothesized relationships between workplace incivility, affective responses, and health. Workplace incivility was significantly associated with reduced positive affect (b = -0.41, p < 0.001) and increased negative affect (b = 2.78, p < 0.001). While positive affect was positively related to self-rated health (b = 1.58, p < 0.001), negative affect was negatively associated (b = -0.50, p = 0.017). Both affective responses significantly mediated the relationship between workplace incivility and health (indirect effects: -0.65, p < 0.001; -1.38, p = 0.022, respectively). Even subtle forms of incivility can adversely relate to nurses' self-rated health through emotional states, such as reduced positive affect and increased negative affect. Fostering a respectful workplace and promoting emotional well-being may support nurses' health. These findings extend affective events theory to health outcomes, an area rarely explored in nursing research. No patients or the general public were involved.

Although a small body of research has convincingly established the occurrence of dissociative violence, we continue to have little understanding of the forms or types of dissociative experiences identified and the context in which they occur. With this research gap in mind, we used reflexive thematic analysis of interview transcripts to understand participants’ accounts of their physical violence use toward partners, family members, friends, and associates while experiencing dissociative symptoms. Participants were 17 men and women completing community-based family violence perpetrator treatment programs or prison-based high-intensity treatment programs for violent offending. Three overarching themes and two subthemes were generated. The first theme, “Becoming overwhelmed by emotions” described participants’ experiences of intensely unpleasant emotions immediately prior to entering a dissociative state. The second theme, “Transitioning between states” was split into two subthemes (“Disconnection” and “Reconnection”) that described participants’ experiences of disconnecting from and then reconnecting to their usual way of experiencing themselves and the world around them during the violent event. The final theme, “Going to the extreme” described the extreme nature—both objectively and subjectively—of participants’ physical violence while experiencing dissociative symptoms. Taken together, our findings highlight the potential importance of taking into account dissociative phenomena as contributors to violent behavior in adult survivors of childhood trauma, and in the assessment and treatment of violent offending.

Although a small body of research has convincingly established the occurrence of dissociative violence, we continue to have little understanding of the forms or types of dissociative experiences identified and the context in which they occur. With this research gap in mind, we used reflexive thematic analysis of interview transcripts to understand participants' accounts of their physical violence use toward partners, family members, friends, and associates while experiencing dissociative symptoms. Participants were 17 men and women completing community-based family violence perpetrator treatment programs or prison-based high-intensity treatment programs for violent offending. Three overarching themes and two subthemes were generated. The first theme, "Becoming overwhelmed by emotions" described participants' experiences of intensely unpleasant emotions immediately prior to entering a dissociative state. The second theme, "Transitioning between states" was split into two subthemes ("Disconnection" and "Reconnection") that described participants' experiences of disconnecting from and then reconnecting to their usual way of experiencing themselves and the world around them during the violent event. The final theme, "Going to the extreme" described the extreme nature-both objectively and subjectively-of participants' physical violence while experiencing dissociative symptoms. Taken together, our findings highlight the potential importance of taking into account dissociative phenomena as contributors to violent behavior in adult survivors of childhood trauma, and in the assessment and treatment of violent offending.

The prevalent method for measuring emotional experiences is self-report scales. However, this method is prone to bias, affected by retrospective errors, and limited in studying individual differences due to variability in how individuals interpret scale values. In the present study, we tested the convergent validity of an alternative approach, which infers emotional components from computational modeling as applied to binary pleasant/unpleasant reports about affective images. Reaction times and choices were modeled to estimate the drift rate (efficiency of emotional evidence accumulation) and the boundary (decision caution). Participants (N = 191) also completed five self-report questionnaires assessing affect, anhedonia, depressive symptoms, and pleasure. Only one correlation reached evidence level (Bayes Factor > 10): Higher consummatory pleasure was negatively associated with drift rate for unpleasant emotions (r(178) = -0.258). This suggests that individuals who typically experience greater in-the-moment pleasure accumulate evidence less efficiently toward unpleasant judgments. Other correlations were absent or inconclusive, potentially reflecting differences in temporal focus and in the specific facets of emotion for each measure. Overall, these results provide some initial support for the convergent and discriminant validity of the drift rate as an indirect measure of online emotional experience.

As technology has advanced, English has emerged as the universal language of communication. Acquiring proficiency in English is essential, and the attitude towards learning English is considered a crucial factor influencing the learning outcomes. Given the importance of education in moulding students’ psychological well-being, knowledge of emotions has received increased attention. Hence, the emotional aspects of learners, which impact various areas of daily life, warrant further investigation. This study examines the influence of attitude towards English acquisition and emotional intelligence on academic performance and language proficiency among pre-university learners. Academic performance is assessed based on grade point average (GPA), and language proficiency is assessed by the Malaysian University English Test (MUET) band score. To achieve this, 116 pre-university learners were randomly selected, and data on attitudes, academic performance, language proficiency and emotional intelligence were collected through a questionnaire survey. The results indicate that females scored higher in emotional intelligence compared to males. Additionally, females are more likely to experience fear or unpleasant emotions while learning English than their male counterparts. Attitude towards English acquisition emerged as the only significant predictor that enhanced the model’s predictive capability for MUET band scores. The study concludes by emphasising the importance of learners’ attitudes in shaping their English language learning process, suggesting that greater awareness in this area could lead to more effective language acquisition and improved educational outcomes. Implications drawn from the current study suggest that integrating emotional intelligence and attitudes towards English acquisition can help learners develop positive academic performance. Finally, this study is projected to be useful for educators and policymakers.

Patience as a pathway to optimal consumer experience and behavior

Conventional studies indicate that the strength of crossmodal correspondence, which represents the connection between multiple senses and actual human perception, may influence pleasant or unpleasant emotions in some combinations of sensory modality and stimulus type. In this study, sensory evaluation experiments were conducted to evaluate the crossmodal correspondence between visual and auditory sense mediated by 'complexity' using closed curve shapes and tone sequences generated based on curvature entropy and tone entropy. The relationship between the sensory evaluation values of the 'aesthetic preferences' of the shape/tone sequence combinations and the weakness of crossmodal correspondence, that is, the difference of curvature and tone entropy, was fitted to the Wundt curve, one of the models of pleasant emotion. As a result, a strong correlation (0.64) was confirmed between the two. Bias due to the musician's experience was confirmed in the sensory evaluation values of some tone sequences.

Cognitive reappraisal is widely regarded as adaptive; however, strategies that impose control to reduce unpleasant emotion may involve tradeoffs when individuals encounter personally meaningful reminders of past adversity. The present study examined these dynamics within a cybernetic framework in which cognitive appraisal operates as a monitoring and corrective feedback process, whereas acceptance reflects disengagement from emotional control. Participants were undergraduates with a history of parental divorce (n = 33; M age = 20.09 years; M = 10.90 years since divorce), drawn from a larger experiment. They viewed sad film clips that included an unexpected divorce-relevant reminder, completed a movement-based Stroop task with mouse tracking to assess action dynamics, and later reported reminder-evoked distress. Habitual reappraisal and acceptance were measured via self-report. Instructed reappraisal conferred short-term functional benefits, reflected in Stroop action dynamics indicating more decisive yet accurate responses during reminder exposure. Although greater time since divorce typically predicts lower reminder-evoked distress, moderation analyses showed that this association emerged only among individuals lower in habitual reappraisal and was attenuated at higher levels (time × reappraisal interaction, β = 0.08, p = 0.03). In contrast, higher habitual acceptance-operationalized as nonjudgment toward emotional experience-showed the expected pattern, with greater time since divorce predicting lower distress. These findings highlight a potential tradeoff in emotion regulation: Reappraisal may support performance in the moment, yet greater habitual reliance on it may correspond with weaker links between time and reduced distress from past reminders. We interpret these effects as an exploratory proof-of-concept, suggesting that control-based regulatory processes may maintain emotional reference signals, whereas acceptance may facilitate their attenuation over time.

This study centers on the implementation of a group intervention utilizing Rational Emotive Behavioral Therapy in two Romanian high schools. Rational Emotive Behavior Therapy (REBT) was formulated by psychologist Albert Ellis in the 1950s as a derivative of cognitive behavioral therapy. The fundamental aim of REBT treatment is to help clients understand and manage illogical ideas and unpleasant emotions that may be causing them psychological suffering. REBT treatment typically addresses anxiety, sadness, stress, aggressiveness, drug addiction, and other psychological disorders. This article's pragmatic and outcome-oriented approach attracts those aiming to improve their emotional and mental health. This project targets 10th grade students from the National College "Traian Lalescu" and the Theoretical High School "Traian Vuia," both located in Reșita, Romania. The intervention in this study comprises four group sessions, each with a duration of 50 minutes. The study incorporated a control group including 10th grade students participating in psychology courses within their academic curriculum. The experimental group consisted of students designated to participate in four group sessions centered on the concepts of Rational Emotive Behavioral Therapy. This study seeks to enhance psychological well-being and alleviate student stress within an academic setting through a psychological intervention using a personal development program grounded in Rational-Emotive and Behavioral Therapy. Rational Emotive Behavior Therapy (REBT) is a psychotherapy method that targets emotional and behavioral challenges to assist individuals in attaining pleasure and satisfaction.

With global mobility and educational internationalization, the teaching of multilingual students has become an important context that shapes language teachers’ emotions and their interaction with students. Drawing upon qualitative data from semi-structured interviews, classroom observation, and teacher self-reflective journals, this study investigated the complex emotional experiences and coping strategies of seven Chinese as a second language (CSL) teachers in Chinese universities during their interaction with international students. From the perspective of emotional geographies, we identified a mix of pleasant and unpleasant emotions experienced by CSL teachers within six nested and interrelated emotional geographies – linguistic, socio-cultural, moral, professional, political, and experiential geographies. To cope with the unpleasant emotions, CSL teachers adopted both approaching coping strategies and distancing coping strategies, reflecting their agency in modifying teacher-student interactional distances.

Autism spectrum disorder is a complex developmental disorder that affects social interaction, communication and behavior. In recent years, a steady increase in cases of autism spectrum disorder has been observed worldwide, and therefore more and more children with this disorder are included in general education programs. The education policy of the Republic of Lithuania provides opportunities for children with special educational needs to attend preschool educational institutions closer to home, therefore, educators have an increasing responsibility to ensure inclusive education and apply effective methods. Working with three- to four-year-old children with autism spectrum disorder is particularly challenging, because at this age basic emotional and social skills are formed, and difficulties in expressing emotions often manifest as anxiety, fear or anger. In order to help these children, it is extremely important to create a structured, visually clear and predictable environment that reduces tension and helps manage the expression of unpleasant emotions. The study examines how artistic activities can become an effective method for strengthening emotion regulation. Art activities allow children to express their feelings non-verbally, experience a sense of success and calm down through the interaction of colors, shapes and movements. The creative process promotes self-regulation, reduces anxiety and frustration, and therefore can be an extremely important part of developing emotional well-being. The research problem is based on the fact that children with autism spectrum disorder often experience strong unpleasant emotions, which complicate their education, communication and participation in group activities. These emotions are especially pronounced at an early age, when emotional abilities are still forming. The research raises the issue that the principles of structured education and visualization tools in art activities can help children manage the expression of unpleasant emotions, strengthen self-regulation and promote a positive emotional response. The object of the study is a three- to four-year-old child with autism spectrum disorder, the expression of unpleasant emotions and methods of managing them during art activities. The aim of the study is to investigate the expression of emotions experienced by a child with autism spectrum disorder and to identify effective methods for their management. Research objectives: Analysis of the features of the expression of unpleasant emotions - theoretical justification. Justification of the influence of artistic activity on the management of unpleasant emotions. Determination of the effect of structured education and the application of visual methods on emotional self-regulation. Research methods includes analysis of scientific literature, observation, online survey and analysis of qualitative and quantitative data. These methods allowed for a comprehensive assessment of how educators apply artistic activity to regulate children's emotions and what measures are most effective. The results of the study are expected to contribute to improving the quality of inclusive education and provide practical insights for educators working with children with autism spectrum disorder. In conclusion, it can be stated that art activities, based on the principles of structured education and visual aids, are an important tool that helps children with autism spectrum disorder manage unpleasant emotions and strengthen emotional self-regulation. This not only improves children's emotional well-being, but also contributes to more successful inclusion in the educational process and comprehensive personality development.

Introduction The return to “normal” schooling after the COVID-19 pandemic reactivated many of the emotional, instructional, and moral tensions teachers experienced during emergency remote teaching. Yet, little is known about how teachers’ emotional appraisals of post-pandemic classrooms intersect with deficit-oriented “learning loss” discourses. Guided by appraisal theory and Frenzel’s reciprocal model of teacher emotions, this qualitative study examined how mid- and late-career teachers interpreted perceived changes in students and how these appraisals shaped their emotions, emotion regulation, and adoption of or resistance to deficit framings. Methods Ten K–12 teachers from the southeastern United States participated in semi-structured interviews. Data were analyzed through an inductive, consensual qualitative approach and a modified phenomenographic design. Results Findings revealed that teachers most frequently appraised post-pandemic “changes in students” as gaps in (a) content knowledge, (b) self-regulation, and (c) social-emotional development. These appraisals were typically experienced as goal-incongruent and elicited unpleasant emotions—especially frustration, inefficacy, and stress. However, teachers who engaged in cognitive reappraisal and empathic perspective-taking maintained more pleasant emotions and resisted deficit narratives, instead interpreting students’ behaviors as adaptive responses to disruption. Discussion The study highlights how teachers’ emotional appraisals function as a mechanism linking policy discourse, classroom experience, and teacher wellbeing. Findings suggest the need for professional learning that explicitly supports teachers’ emotion regulation and critical reflection on deficit narratives, alongside policy reforms that temper accountability pressures in post-crisis schooling. Theoretical contributions include linking emotion regulation strategies to the adoption or rejection of deficit perspectives and demonstrating how emotional responses vary within appraisal theory based on the type of goal that is threated.

BackgroundDigital mental health platforms often consist of many different forms of self-care exercises. To our knowledge, whether the number of choices presented to the users affects their uptake and experiences and poses negative consequences (ie, not choosing any exercises, choice dissatisfaction) for users, especially those experiencing anxiety and depressive symptoms or unpleasant state emotions, has not been empirically investigated.ObjectiveThis study investigated the impact of choice set size on practice decisions, completion, satisfaction, and subjective experiences, as well as potential moderators including depression and anxiety symptoms, state emotions, and motivational and decisional attributes on these choice outcomes.MethodsParticipants were recruited through university mass email and social media, and 652 participants were included in our analyses. Participants completed questions regarding anxiety and depressive symptoms, state emotions, and other psychological attributes. Then, they were randomly assigned to 1-choice, 4-choice, and 16-choice conditions, in which they may choose a self-care activity to practice or decide not to practice. Finally, they completed questions regarding completion, satisfaction, engagement, attitude, and perceived improvement in psychological state.ResultsPresenting multiple choices resulted in a higher likelihood of practice (odds ratio 3.12, 95% CI 2.08 to 4.67 and 3.83, 95% CI 2.55 to 5.76; P<.001) and better decision satisfaction (16-choice vs 1-choice: d=0.36, 95% CI 0.17 to 0.56, P<.001; 4-choice vs 1-choice: d=0.24, 95% CI 0.05 to 0.43, P=.03) compared with presenting with a single choice. Tentative evidence indicates anxiety symptoms and state emotions were meaningful moderators. Specifically, for individuals with more anxiety symptoms and intense negative emotions, presenting a larger choice set (16 choices) resulted in more positive chosen exercise satisfaction, better attitudes toward chosen activity, and higher perceived improvement in mental health state after the activity, when compared with presenting with smaller choice sets (anxiety: β=−0.38, 95% CI −0.69 to −0.06 to −0.51, 95% CI −0.84 to −0.18; state emotions: β=−0.31, 95% CI −0.66 to 0.03 to −0.60, 95% CI −0.92 to −0.28). No evidence was found for the moderating effect of motivational and decisional attributes.ConclusionsThe moderation results were contradictory to prior research and our expectation that a larger choice set may result in worse outcomes than a smaller choice set for people who were experiencing higher levels of psychological distress. We speculated that a possible reason for these findings may be that people with more anxiety symptoms and unpleasant emotions may have a stronger need to reduce these uncomfortable symptoms and emotions, and when presented with more choices on self-care activities, there may be a higher possibility that these self-care activities can address their distress.

Instructor use of humor can positively affect students' educational experiences by increasing students' comfort in the classroom and making the instructor seem more approachable. Humor can also elicit emotional responses, which in turn may influence students' engagement in the course and their relationship with the instructor. However, students may interpret instructor humor differently, resulting in varied effects. The present study examined how instructors' use of verbal humor relates to students' emotions about their lab course. In addition, we examined whether researcher-identified humor aligned with student reports to support valid inferences about instructor humor. To accomplish this, trained researchers analyzed classroom audio recordings of instructor talk in 48 lab courses to identify instances of verbal instructor humor. We also surveyed their undergraduate students (n = 462) about their instructor's humor and pleasant and unpleasant emotions about their lab course. Our results revealed that trained researchers' coding of instructor humor was poorly predictive of students' emotions about their laboratory courses. In contrast, students who perceived their instructor to be humorous reported greater pleasant emotions and fewer unpleasant emotions. Our results suggest that instructor humor from students' perspective may be influential in how they experience instruction. In addition, student perceptions of instructor humor may be a more useful indicator than researcher observations for studying instructor humor.

ABSTRACT Skateboarding is more than a sport or a hobby; it is a potential space of experience through which individuals connect with themselves, others, and their surroundings. This study draws on the concepts of resonance and alienation to analyze experiences in skateboarding, a practice that combines creativity, self-transcendence, and interaction with the environment. More specifically, the objective is to investigate significant experiences of resonance and alienation among skateboarders. Fifty practitioners, aged 10 to 47 (9 women, 41 men), participated in the study through an online questionnaire, in which they narrated a number of critical incidents and the pleasant and unpleasant emotions they provoked. These narratives were analyzed qualitatively and quantitatively according to two categories work: relationships with the skateboard and relationships with the environment. The results highlighted the fact that resonance is primarily linked to performing tricks successfully, overcoming fear, and, to a lesser extent, sharing moments with peers or discovering new spots. Alienation, on the other hand, mainly stems from injuries and repeated failures, with occasional social tensions. The discussion explores three main perspectives: (1) the relationship between the self and the skateboard; (2) the relationship between the self and the environment; and (3) resonance and alienation: a dialectic in the experience of skateboarders.