Use Of Emotions Research Articles

Pleasant Emotions Widen Thought-Action Repertoires, Develop Long-Term Resources, and Improve Reaction Time Performance: A Multistudy Examination of the Broaden-and-Build Theory Among Athletes.

The authors investigated relationships between emotions, coping, and resilience across two studies. In Study 1a, 319 athletes completed dispositional questionnaires relating to the aforementioned constructs. In Study 1b, 126 athletes from Study 1a repeated the same questionnaires 6months later. In Study 2, 21 athletes were randomly allocated to an emotional (e.g.,pleasant or unpleasant emotions) or control group and undertook a laboratory-based reaction-time task across three time points. Questionnaires and salivary cortisol samples were collected before and after each performance with imagery-based emotional manipulations engendered during the second testing session. Partial longitudinal evidence of the broaden-and-build effects of pleasant emotions was found. Pleasant emotions may undo lingering cognitive resource losses incurred from previous unpleasant emotional experiences. In Study 2, pleasant and unpleasant emotions had an immediate and sustained psychophysiological and performance impact. Taken together, this research supports the application of broaden-and-build theory in framing emotional interventions for athletes.

Pretending to Be Better Than They Are? Emotional Manipulation in Imprisoned Fraudsters.

Fraud can cause severe financial losses and affect the physical and mental health of victims. This study aimed to explore the manipulative characteristics of fraudsters and their relationship with other psychological variables. Thirty-four fraudsters were selected from a medium-security prison in China, and thirty-one healthy participants were recruited online. Both groups completed an emotional face-recognition task and self-report measures assaying emotional manipulation, psychopathy, emotion recognition, and empathy. Results showed that imprisoned fraudsters had higher accuracy in identifying fear and surprise faces but lower accuracy in identifying happiness than controls (t = 5.26, p < 0.001; t = 2.38, p < 0.05; t = 3.75, p < 0.001). Significantly lower scores on non-prosocial factors on the Managing the Emotions of Others scale (MEOS) were found for imprisoned fraudsters, relative to controls (t = 3.21, p < 0.01). Imprisoned fraudsters had low scores in the assessment of psychopathy than the control group, especially Factor 1 (t = 2.04, p = 0.05). For empathy, imprisoned fraudsters had significantly higher scores in perspective-taking than controls (t = 2.03, p = 0.05). Correlation analyses revealed that psychopathic traits were positively correlated with non-prosocial factors in both groups. However, the relationships between emotional manipulation and emotional recognition and empathy were not consistent across the groups. The results suggest that fraudsters may pretend to be as prosocial as healthy controls, who had lower antisocial tendencies, normal empathy ability, and would like to manipulate others’ emotions positively during social interaction.

The effects of coaches' emotional expressions on players' performance: Experimental evidence in a football context

ObjectivesAcross two experiments, we examined the effects of coaches' nonverbal expressions of pride, shame, and happiness on players' emotions and performance. DesignBoth experiments employed a between (emotional expression manipulation) within (pre- and post-manipulation) subjects design. MethodAn expert male football coach was scripted to deliver performance feedback randomly displaying a specified emotion to skilled players who had just performed a passing test. In Experiment 1 (n = 28), players' actual coach displayed pride or shame. In Experiment 2 (n = 60), a confederate displayed pride, shame, happiness, or a neutral expression. Players then performed the passing test for a second time. In both experiments, players reported their emotions and perceptions of the coach. ResultsThe results showed that coaches' emotional expressions influenced players' emotions especially when players held a close relationship with the coach. Regardless, coaches' display of pride and happiness benefitted players' performance while the display of shame did not. ConclusionThese findings provide the first experimental evidence for the effects of coaches' emotional expressions on players' emotions and performance. These findings have important practical implications and advance the literature on how coaches' emotional expressions may influence players' emotions and performance.

Moving on or deciding to let go? A pathway exploring the relationship between emotional and decisional forgiveness and intentional forgetting.

We report 3 empirical studies that represent the first systematic attempt to explore the relationship between emotional and decisional forgiveness and intentional forgetting. On this basis, we propose a model that provides a credible explanation for the relationship between forgiveness and forgetting. Specifically, we propose that engaging in emotional forgiveness promotes the psychological distancing of an offense, such that victims construe the offense at a higher and more abstract level. This high-level construal, in turn, promotes larger intentional forgetting effects, which, in turn, promote increased emotional forgiveness. Our studies found that participants in an emotional forgiveness manipulation reported increased psychological distance and recalled more high-level construals than did participants in either a decisional or no-forgiveness manipulation (Study 1). Using the list-method directed forgetting paradigm, we found that participants in an emotional forgiveness manipulation showed larger forgetting effects for both offense-relevant and -irrelevant information using both hypothetical (Study 2) and real-life (Study 3) moral transgressions compared with participants in either decisional or no-forgiveness manipulations. The potential implications of these findings for coping with unpleasant episodes in our lives are considered. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Role of Social Dominance, Machiavellianism, and Emotional Manipulation on Profit Management

The Role of Social Dominance, Machiavellianism, and Emotional Manipulation on Profit Management

An Absence of a Relationship between Overt Attention and Emotional Distortions to Time: an Eye Movement Study

Abstract Emotional distortions to time are consistently reported in laboratory studies; however, their underlying causes remain unclear. One suggestion is that emotion-induced changes in attentional processes may contribute to emotional distortions to time. The current study tested this possibility by examining the relationship between eye movement and perceptions of the duration of emotional events. Participants completed a verbal estimation task in which they estimated the duration of positively, negatively and neutrally valenced images from the International Affective Picture System images. Time to first fixation and dwell time were recorded throughout. The results showed no significant relationships between measures of eye movement and measures of emotional distortion to time, despite the emotion manipulation successfully influencing the time before the participants first fixated on the to-be-timed stimulus. This suggests that for suprasecond intervals emotion-induced changes in overt attention processing do not contribute towards emotional distortions to time.

Factors Associated with the Emotional Intelligence among Youth University Students

Nowadays, emotional intelligence (EI) is an emerging topic for psychological, educational, and management researchers and consultants. EI is the ability to manage emotions and interact effectively with others. The purpose of our study is to assess the level of EI of young university students and its associated factors; and to develop a valid and reliable instrument of EI in Lebanon. During 2018, a cross-sectional study, which enrolled 705 university students chosen randomly in seven faculties was conducted. The survey included questions on socio-demographic characteristics, health behaviors, Wong and Law Emotional Intelligence Scale (WLEIS). The attitudes related to media and technology usage assessed by using the last four sub-factors of the Media and Technology Usage and Attitudes Scale. The translation and cultural adaptation of the WLEIS followed a standardized protocol. After that, the psychometric properties of the scale (i.e., feasibility, reliability, and validity) were evaluated. A total of 705 undergraduates filled out the questionnaire, of whom 74% were females, aged from 17 to 35 (mean=20.42±2.41) years. The rotated principal axis factor analysis produced four-factors, explaining 64.60% of the variance, corresponding to the hypothesized Self-Emotions Appraisal (SEA), Others-Emotions Appraisal (OEA), Use of Emotion (UOE), and Regulation of Emotion (ROE) scales of WLEIS. The internal consistency of the WLEIS scale was high for all subscales (Cronbach’s alpha &gt; 0.70). The mean OEA score was significantly higher in females as compared to males (p=0.03). The students who study in public university and have physical activities had higher scores of the ROE (p&lt;0.001); whereas the drinkers of alcohol (p=0.04) and smokers had lower scores (p=0.001). The relationship between SEA, OEA, UOE scores and academic performance was significant (p&lt;0.001). The UOE and ROE were negatively and significantly correlated with the Dependence on Technology (r=-0.15; p&lt;0.001). This study supports the feasibility, reliability, and validity of the WLEIS Arabic version as a screening tool of EI among young university students. The individuals working with students in the context of improving academic skills may want to routinely assess EI of their students in order to improve education, student development, personal well-being, and mental ability.

The dark side of emotional intelligence: the role of gender and the Dark Triad in emotional manipulation at work

Objective: This study investigated people's willingness to emotionally manipulate others maliciously and disingenuously in the workplace. It also examined the role of gender, emotional intelligence, and the Dark Triad traits in this destructive behaviour. Method: A sample of employees (N = 765; 581 females, 184 males) from varying occupations completed measurements of emotional manipulation willingness in the workplace, emotional intelligence, and the Dark Triad. Results: T‐tests revealed that females were significantly less likely than males to engage in both malicious and disingenuous emotional manipulation. In bivariate correlations, higher levels of emotional intelligence were associated with disingenuous emotional manipulation in females only. Emotional intelligence was also a significant contributor to disingenuous emotional manipulation in multiple regression analysis, indicating the existence of a “dark side to emotional intelligence” at work. In females, the magnitude of correlations (small to moderate) between the Dark Triad traits and both forms of emotional manipulation were similar. In males, both forms of emotional manipulation most strongly correlated with Machiavellianism, followed by narcissism, then psychopathy. Conclusion: This study is the first to demonstrate that good emotional intelligence skills can facilitate undesirable workplace behaviours. Emotional manipulation is elevated in males with a relentless drive to achieve goals, and in females with broader deceptive tendencies.

Considering Emotion in COVID-19 Vaccine Communication: Addressing Vaccine Hesitancy and Fostering Vaccine Confidence

ABSTRACT Long-term control of the COVID-19 pandemic hinges in part on the development and uptake of a preventive vaccine. In addition to a segment of population that refuses vaccines, the novelty of the disease and concerns over safety and efficacy of the vaccine have a sizable proportion of the U.S. indicating reluctance to getting vaccinated against COVID-19. Among various efforts to address vaccine hesitancy and foster vaccine confidence, evidence-based communication strategies are critical. There are opportunities to consider the role of emotion in communication efforts. In this commentary, we highlight several ways negative as well as positive emotions may be considered and leveraged. Examples include attending to negative emotions such as fear and anxiety, raising awareness of emotional manipulations by anti-vaccine disinformation efforts, and activating positive emotions such as altruism and hope as part of vaccine education endeavors.

Cognitive Approach of Emotion and Discourse Manipulation of Sentence-Ended Particles in East Asian Languages

From cognitive and typological perspective, the emotion function and discourse manipulation of language are investigated and discussed. The framework of this paper is based on the cognition approach of emotion and concerned with the emotion mechanisms and the relationship between automatic and reflective evaluations. The grounding of language in emotional states can be influenced by discourse-level factors and manipulated for pragmatic purpose. Based on this approach, I propose that discourse manipulation might have a major impact on the emotion appraisal and communication through the four distinctive dimensions of emotion: arousal, valence, dominance, and subjective significance. And then I dealt with typological evidence by investigating the discourse manipulation of sentence-ended particles through the arousal, valence, dominance, and subjective significance dimensions of emotion.

Psychodynamics of the Technological Unconscious

Abstract The shadow of technological development has received significant attention. User tracking, emotional manipulation, disinformation, online radicalization, and restrictions on free speech have shattered the cyber-utopianism of the 1990s and early 2000s. Yet the solutions to address technology’s problems are framed as requiring more technology. This technological solutionism and its subsequent choices mask unconscious processes which give rise to new technologies. This essay is an attempt to interrogate the history of these choices by taking a depth psychological approach to the technological unconscious, beginning with the impact of writing on the psyche to the advent of computer screens. With technologies becoming more sophisticated and a primary way we interact with reality, it is vital to create a body of depth psychology literature on technology’s history and impacts.

Is contextual animation needed in multimedia learning games for children? An eye tracker study

AbstractThe present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; Mage = 9.25; Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (control). Children strongly preferred (χ2 = 87.04, p &lt; .001) and found the experimental version more attractive (p &lt; .001, d = −1.11). No significant differences in overall enjoyment and learning outcomes were found. Attention differences, measured by dwell times and fixation durations, were small and reached only borderline significance (p = .035; d = −0.39). The implication is that contextual animation in MLG for children increases such instructional materials' attractiveness without compromising cognitive processes needed for learning; however, it does not lead to their higher instructional efficiency.

A Meta-Analytic Investigation of the Relationship Between Emotional Intelligence and Emotional Manipulation

This study examines a possible dark side of emotional intelligence (EI). Specifically, a meta-analytic investigation of 5,687 participants was conducted to examine the relationship between EI and emotional manipulation. The findings revealed that self-reported ability-based EI was positively correlated to non-prosocial emotional manipulation (as measured by the Emotional Manipulation Scale), with a 0.10 effect size. Whereas, a negative relationship emerged between self-reported trait EI and non-prosocial emotional manipulation (as measured by the Worsen factor of the Managing Emotions of Others Scale [MEOS]), with a −0.16 effect size. Moreover, self-reported trait-based EI was positively correlated with prosocial emotional manipulation (as measured by the Enhance and Divert factors of the MEOS), with effect sizes of 0.40 and 0.34, respectively. Furthermore, gender had a moderating effect on the relationship between self-reported ability-based EI and non-prosocial emotional manipulation; this relationship was stronger among males than females. We discuss the implications of these findings across academic and practice settings.

Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools

ABSTRACT The facilitation of children’s emotional intelligence (EI) through social and emotional learning (SEL) and wider pastoral support schemes is common practice in schools. Although the benefits of enhanced EI have been widely reported, little is known about its ‘dark side’: emotional manipulation, or how this may manifest in school settings. Focus group and individual interview data gathered from staff members working across case study schools located in a town in the North West of England inform the points raised in this paper. The article explores the extent to which emotional manipulation takes place in the strategies and forms of support utilised by schools to enhance children’s social, emotional and behavioural skills. The ramifications of emotionally manipulative behaviours are discussed and recommendations for future directives are made.

The narratives of parental alienation

ABSTRACT When families are in conflict, high levels of emotional activity such as anger, fear, loss and grief in the adults involved can affect children and young people in the family, particularly as a result of conscious and unconscious adult emotional pressure and manipulation. An aspect of this is when one parent uses their power over a child to excommunicate the other parent. This is sometimes called parental alienation. This terminology arises from the work of Richard Gardner, who developed the notion of Parental Alienation Syndrome. What lies behind the label parental alienation, the journey and implications of that phenomenon are explored. A consideration of the limitations of the UK court system reveals the lonely predicament of the child. This paper considers how psychotherapists may help young people to make sense of their experience of being caught up in destructive family narratives by claiming their own understanding and narrative.

Emotional intelligence and academic achievement in higher education

PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Why Do Some Strategic Ideas Take Off? Affective Dynamics as Key Elements of Strategic Sensemaking

This paper adopts a sensemaking perspective to develop an understanding of how strategic ideas take off during strategic change. In particular, we focus on the crucial but underexplored role of affective dynamics in strategic sensemaking. Based on an ethnographic analysis of strategic change in a broadcasting company, we identify three types of sensemaking dynamics: progressive, regressive and ambivalent sensemaking. We then elaborate on three ways in which this sensemaking may be steered by sensegiving: framing, emotional manipulation, and emotional containment. We show how micro-level affective dynamics in strategic sensemaking is related to the takeoff of strategic ideas. Our analysis also adds to a better understanding of strategic agency in and through strategy meetings by elucidating the forms of sensegiving that can steer strategic sensemaking.

The Dark Side of Emotion Recognition - Evidence From Cross-Cultural Research in Germany and China.

BackgroundThe dark triad of personality (DT) comprises three antisocial personality traits (i.e., narcissism, Machiavellianism, and psychopathy) that are characterized by callousness and the motive to elevate the self while derogating other people. Previous research indicates that the positive relationship between the DT traits and interpersonally deviant behaviors is especially pronounced at high levels of emotional abilities. This has also been referred to as dark Emotional Intelligence (EI). Since prior studies predominantly examined dark EI via trait-approach, the present study targeted at providing evidence for dark EI using a behavioral measure of EI, namely emotion recognition performance. In order to study the robustness and cross-cultural validity of findings, parallel investigations were conducted in Germany and China.MethodsA total of N = 198 German (age: M = 23.40, SD = 5.88, 130 female) and N = 223 Chinese (age: M = 19.01, SD = 1.06, 105 female) participants took part in an online survey and completed a set of questionnaires in German and Mandarin translations, respectively. DT traits were assessed by means of the Short Dark Triad Scale. As a behavioral measure of emotional abilities, participants completed the Eyes Test for pairs of eyes of Caucasian and Asian models. Moreover, participants filled in the Emotional Manipulation Scale for the assessment of emotionally manipulative tactics.ResultsEffects were highly gender- and culture-dependent. Among German females, Machiavellianism and narcissism showed the strongest positive associations with emotionally manipulative tactics at high levels of emotion recognition performance. A similar pattern of results was found among German males for psychopathy. None of the effects was observed in the Chinese female or male samples.DiscussionThe present findings indicate that emotional abilities may constitute risk factors with the potential to promote rather than to prevent deviant behaviors especially in samples from Western cultures with pronounced scores on DT personality traits. Limitations and psychometric properties are discussed.

Trial-by-Trial Fluctuations in Brain Responses to Stress Predict Subsequent Smoking Decisions That Occur Several Seconds Later

BackgroundTo investigate the neurobiological mechanisms that determine self-regulation of smoking urges when a person encounters stress, we investigated brain network interactions of smoking self-regulation by employing a real-time smoking (nicotine delivery) decision paradigm and a brain-as-predictor neuroimaging approach. MethodsWhile in the functional magnetic resonance imaging scanner, 25 cigarette smokers who abstained from smoking overnight made 200 real smoking decisions regarding whether or not to take a puff of an electronic cigarette during 3 different stress conditions (cognitive stress, emotional stress, and no stress). Cognitive stress was induced by a concurrent working memory load, and emotional stress was induced by manipulating a chance of aversive electric shock. ResultsBehaviorally, both cognitive and emotional stress manipulations increased the probability of making a decision to smoke (i.e., taking a puff). In magnetic resonance imaging trial-by-trial analyses, the dorsolateral prefrontal cortex activity measured at the time of the stress cue significantly predicted future smoking decisions that occurred several seconds later. Furthermore, the influence of dorsolateral prefrontal cortex activity on smoking decisions was mediated by the ventral striatum activity at the time of smoking decisions. ConclusionsOur study demonstrated that brain responses at the time of a stressful moment determine subsequent trial-by-trial smoking decisions by systematically altering brain executive (dorsolateral prefrontal cortex) and reward (ventral striatum) system network activities. Our results further suggest potential translational importance of neuroscientific approaches to predicting self-regulation failures at critical stressful moments.

Dominance or deceit: The role of the Dark Triad and hegemonic masculinity in emotional manipulation

People may emotionally manipulate others in an attempt to control them and achieve personally satisfying outcomes. Experiencing emotional manipulation is related to several negative outcomes (e.g., depression). As a first step in addressing these negative outcomes, this study explored the utility of hegemonic masculinity and the Dark Triad (i.e., trait narcissism, Machiavellianism, and psychopathy) in predicting emotional manipulation. Three hundred and twenty-seven participants (119 men, 208 women) completed an online survey measuring hegemonic masculinity, narcissism, psychopathy, Machiavellianism, as well as their (a) perceived ability to emotionally manipulate others, and (b) willingness to engage in emotional manipulation. Hierarchical regression analyses revealed that, for both men and women, hegemonic masculinity was a significant predictor of one's willingness and perceived ability to emotionally manipulate others. However, when Dark Triad traits were added to the model, hegemonic masculinity's contribution became non-significant. Hegemonic masculinity seems to share variance with Dark Triad traits, particularly Machiavellianism. These findings are important as they establish that existing operational definitions of hegemonic masculinity share features with certain ‘dark’ personality traits. Thus, when predicting antisocial behaviour and tendencies, perhaps the variance explained by hegemonic masculinity is better captured by dark personality traits.