Culture influences how people cope with interpersonal tensions, with those from more collectivistic contexts (e.g. Chinese Americans (CA)) generally opting for strategies promoting social harmony ...whereas those from more individualistic contexts (e.g. European Americans (EA)) preferring confrontational strategies. The current study examined cultural differences in coping strategy choices and their linkages to immediate affective reactions and subsequent affective memories. Participants (
= 159) discussed hypothetical dilemmas with a disagreeable confederate matched by age group, gender, and cultural group. CA exhibited less positive affect reactivity (i.e. smaller decreases in positive affect) and greater positive affect recovery (i.e. greater increases in post-task positive affect) compared to EA, which was explained by CAs' appraisals of greater emotional support from the confederate and lower endorsement of defending one's opinions. In contrast, one week later, EA, but not CA, recalled experiencing more task positive affect and less task negative affect than originally reported. Cultural differences in negative affect memory discrepancies were explained by EAs' greater tendency to defend their opinions, relative to CA. Culture shapes coping choices, which predict affective consequences over different time scales.
This study explored the mediation role of emotional intelligence, positive affect, and negative affect in the influence of childhood maltreatment on life satisfaction. A total of 811 participants ...completed the Childhood Trauma Questionnaire, the Wong Law Emotional Intelligence Scale, the Positive Affect and Negative Affect Scale, and the Satisfaction with Life Scale validly. Results revealed that emotional intelligence, positive affect and negative affect are mediators between childhood maltreatment and life satisfaction. In addition, childhood maltreatment influenced life satisfaction through the sequential intermediary of “emotional intelligence-positive affect” and “emotional intelligence-negative affect”. Theoretical and practical implications are discussed.
Wisdom is the hallmark of social judgment, but how people across cultures recognize wisdom remains unclear—distinct philosophical traditions suggest different views of wisdom’s cardinal features. We ...explore perception of wise minds across 16 socio-economically and culturally diverse convenience samples from 12 countries. Participants assessed wisdom exemplars, non-exemplars, and themselves on 19 socio-cognitive characteristics, subsequently rating targets’ wisdom, knowledge, and understanding. Analyses reveal two positively related dimensions—Reflective Orientation and Socio-Emotional Awareness. These dimensions are consistent across the studied cultural regions and interact when informing wisdom ratings: wisest targets—as perceived by participants—score high on both dimensions, whereas the least wise are not reflective but moderately socio-emotional. Additionally, individuals view themselves as less reflective but more socio-emotionally aware than most wisdom exemplars. Our findings expand folk psychology and social judgment research beyond the Global North, showing how individuals perceive desirable cognitive and socio-emotional qualities, and contribute to an understanding of mind perception.The authors examine wisdom perception in convenience samples from twelve countries. They observe two latent dimensions that guide participant’s evaluation of wisdom-related characteristics in others and the self—reflective orientation and socio-emotional awareness, which were consistent across the studied cultural regions.
This article introduces the Teacher Emotions in the Classroom Q-sort (TEC-Q) as a systematic means to identify different combinations of teacher emotions within the classroom settings. Reflecting six ...discrete emotions, the TEC-Q was implemented using a sample of 40 secondary school teachers who performed a card-sorting task. The participants were divided into three groups based on their shared emotional profiles, namely bridging engagement and enjoyment, from misbehavior to the mix of anxiety and anger, and pride with tempered enjoyment. The findings revealed diverse emotional profiles which highlight the complex interplay between teacher emotions and classroom events.
•This article introduces the TEC-Q as a tool to assess teacher emotions in the classrooms.•The TEC-Q is a self-report instrument assessing six discrete emotions.•The findings reveal distinct combinations of teacher emotions, potentially overlooked by large n surveys.•The TEC-Q is applicable to single-case, multiple-participant, and intervention study designs.
Background
Emotion validation by parents has positive outcomes for children's emotional development, particularly in vulnerable families, but there is a lack of research on supporting health workers ...to teach emotion validation to parents whose children are open to early help and children's social services. There is also a theoretical debate about how best to conceptualize emotion validation and why it is beneficial to children. The purpose of the study was to test the feasibility of teaching emotion validation skills to parents and family workers in a social care setting and to examine the effects of such teaching on children's emotion awareness and emotion regulation.
Methods
This small scale qualitative feasibility study involved 11 parents (with children aged 2–5 years) who were receiving early help social services and five family workers. All parents took part in a 4‐week course teaching emotionally validating parenting: either in a group class (six parents) or one–one delivery at home via a family worker (five parents). Effects on parents, children, and family workers were assessed using semi‐structured interviews.
Results
Six themes were identified in qualitative analysis: (1) parent became more validating, (2) parent's own vulnerability affected their ability to use the skills, (3) child became more aware of emotions, (4) child became calmer and more accepting of negative emotions, (5) child transferred emotion validation to others, and (6) family workers incorporated emotion validation techniques into their professional practice.
Conclusion
Results demonstrated the feasibility of teaching emotional validation skills to parents via both delivery methods, with positive outcomes reported for parents and children and positive impact reported on family worker practice. Qualitative analysis suggested that parental acceptance of child's negative emotions may be linked with greater self‐awareness of negative emotions in the child.
The words that people use have been found to reflect stable psychological traits, but less is known about the extent to which everyday fluctuations in spoken language reflect transient psychological ...states. We explored within-person associations between spoken words and self-reported state emotion among 185 participants who wore the Electronically Activated Recorder (EAR; an unobtrusive audio recording device) and completed experience sampling reports of their positive and negative emotions 4 times per day for 7 days (1,579 observations). We examined language using the Linguistic Inquiry and Word Count program (LIWC; theoretically created dictionaries) and open-vocabulary themes (clusters of data-driven semantically-related words). Although some studies give the impression that LIWC's positive and negative emotion dictionaries can be used as indicators of emotion experience, we found that when computed on spoken language, LIWC emotion scores were not significantly associated with self-reports of state emotion experience. Exploration of other categories of language variables suggests a number of hypotheses about substantive everyday correlates of momentary positive and negative emotion that can be tested in future studies. These findings (a) suggest that LIWC positive and negative emotion dictionaries may not capture self-reported subjective emotion experience when applied to everyday speech, (b) emphasize the importance of establishing the validity of language-based measures within one's target domain, (c) demonstrate the potential for developing new hypotheses about personality processes from the open-ended words that are used in everyday speech, and (d) extend perspectives on intraindividual variability to the domain of spoken language.
Determining how people maintain positive and negative emotional states is critical to understanding emotional dynamics, individual differences in emotion, and the instrumental value of emotions. ...There has been a surge in interest in tasks assessing affective working memory that can examine how people maintain stimulus-independent positive and negative emotional states. In these tasks, people are asked to maintain their emotional state that was induced by an initial stimulus in order to compare that state with the state induced by a subsequent stimulus. It is unclear, however, whether measures of accuracy in this task actually reflect the success of maintaining the initial emotional state. In a series of studies, we introduce an idiographic metric of accuracy that reflects the success of emotional maintenance and use that metric to examine whether people are better at maintaining positive or negative emotional states. We demonstrate that people are generally better at maintaining positive emotional states than they are at maintaining negative emotional states (Studies 1-3). We also show that this effect is not due to decay or to spontaneous interference processes (Studies 2-3), retroactive interference processes (Studies 4-5), or reduced engagement with the initial emotional state (Study 5). Although the mechanism underlying this effect is not yet clear, our results have important implications for understanding emotional maintenance and the possible functions of positive and negative emotions.
This study explored the association between temperament—i.e., positive affect (PA) and negative affect (NA)—and emotion regulation (ER), and what momentary factors influence the selection of ...rumination or reappraisal during adolescents’ daily life. The type of social situation in which negative events occurred, the self-rated degrees of discomfort, the types of predominant emotions experienced, and the use of reappraisal and rumination were assessed at 24 different times with an ecological momentary assessment approach given to 71 adolescents. PA, NA, and ER style were evaluated using self-reports. Bivariate Pearson correlations analysis revealed that NA and negative ER style correlated positively with the rumination use whereas PA correlated negatively with the rumination use. Negative ER style moderated the relationship between NA and the frequency with which rumination was used. The moderated function of positive ER style could not be tested due to its lack of association with the rumination use. Adolescents selected rumination more often during family-related events and when experiencing depression-like emotions. No interaction effects were shown between negative ER style and the momentary factors related with the type of social situation and the type of prevailing emotion during negative event. No associations between study variables and reappraisal were found. This study provides a better understanding of ER patterns in adolescence.
Emotions and Health, 1200-1700 examines theological and medical approaches to the 'passions' as alterations affecting both mind and body. It focuses on sorrow, fear and anger, on constructions of the ...melancholic subject, and on the effects of music on health.
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