In order to contribute to the consolidation in the field ofPositive Psychology, we reinvestigated the factor structure of top 10 positive emotions of Barbara Fredrickson. Former research in experimental settings resulted in a three-cluster solution, which we tested withexploratoryandconfirmatorymethodology against different factor models. Within our non-experimental data (N= 312), statistical evidence is presented, advocating for a single factor model of the 10 positive emotions. Different possible reasons for the deviating results are discussed, as well as the theoretical significance to various (...) subfields inPositive Psychology(e.g., therapeutical interventions). Furthermore, the special role ofawewithin the study and its implications for further research in the field are discussed. (shrink)

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to (...) the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach. (shrink)

With the advent of Complex dynamic systems theory in the field of second language question, the need for suitable CDST compatible methods for the investigation of temporal change in L2 affective variables has been felt more than before. One of the innovative methods for this purpose is latent growth curve modeling, which has recently drawn the attention of SLA scholars. However, the application of this method is still a burgeoning demand in SLA. In response to this demand, the present study (...) provides a review of the conceptualization, significance, and technical features of the implementation of LGCM. In doing so, this review suggests a number of practices via which LGCM has been introduced in SLA. Additionally, some practical implications are provided for SLA researchers to enhance their literacy of LGCM. Finally, future research suggestions for the progress of the use of this method in SLA are discussed. (shrink)

During the COVID-19, online teaching has become a popular way of teaching in the world. Previous research on English language teachers’ emotional labor has not focused on the changes brought about by online teaching. Unlike the traditional physical teaching space, the emotional labor of English teachers teaching online changes with the daily use of online technological conditions. Therefore, this paper aims to investigate the factors influencing teachers’ emotional labor in online teaching and the emotional labor (...) dilemmas. We took interviews with a group of English teachers in China (T1, T2, … T20) and found that their online teaching emotions were influenced by three main factors: the degree of adaptation to online teaching technology, the invisibility of the online teaching space, and the peripheral environment of the space in which the teachers were located. In addition, this study observed the online classrooms of the interviewees and found that the first two influences are at a priority level for Chinese English teachers, while whether the third factor can bring positive or negative emotions is often influenced by the nature of the emotions brought by the first two factors. In order to find a balance between norms and emotions, English teachers are often accompanied by emotional labor in their work. However, they face many dilemmas of choice and behavior during the emotional labor of teaching online: emotional rule dilemma, emotional expression dilemma and professional identity dilemma. The emergence of these dilemmas is directly related to the influencing factors. In conclusion, this article uses normative and emotional labor theories to explore how norms affect Chinese English teachers’ emotions when teaching online as a response to the question of why emotions need to be labored. Ultimately, this study offers some useful suggestions for language teachers’ emotional labor dilemmas. (shrink)

Emotion regulation choices are known to be profoundly consequential across affective, cognitive, and social domains. Prior studies have identified two important external factors of emotion regulati...

In my original review (Kensinger, 2009), I proposed that to understand the effects of emotion on memory accuracy, we must look beyond effects of arousal and consider the contribution of valence. In discussing this proposal, the commentators raise a number of excellent points that hone in on the question of when valence does (and does not) account for emotion's effects on memory accuracy. Though future research will be required to resolve this issue more fully, in this brief response, I address (...) some of the concerns outlined by the commentators and suggest a few steps that may help to elucidate the dimensions that should be incorporated in models of emotional memory. (shrink)

Since the sudden outbreak of the coronavirus disease 2019 epidemic in 2020, the second language learning patterns of students in mainland China have encountered new challenges that have had a psychological impact on mainland Chinese students. The epidemic has not only inconvenienced students’ normal second language learning but also greatly affected the second language learning patterns of mainland Chinese students. In the post-epidemic era, more and more students are becoming accustomed to studying and learning a second language online. The level (...) of informatization of second language learning patterns of students in mainland China has increased significantly. This study first analyses the mechanisms of change in second language learning patterns and further analyses the influence of knowledge background on the perception of second language learning patterns on this basis. To design the influencing factors of second language learning patterns, a questionnaire was used to investigate the influence of knowledge background on the perception of second language learning patterns. The survey was conducted on students who were learning a second language in mainland China. Then, the survey data were statistically analyzed. In analyzing the influence of effect on second language learning behaviors of students in mainland China, observed variables were designed, including observed variables of affective factors and learning behaviors. After that, the findings of the experiment were summarized based on the results of the questionnaire survey, and the positive influence of emotional factors on second language learning behaviors of mainland Chinese students in the post-development era was concluded. (shrink)

Although previous studies have acknowledged the connections between gender and emotional competences, more research is needed on how gender and emotion interact to influence psychosocial risks at work. This paper addresses how gender stereotypes and emotions simultaneously act as psychosocial antecedents of organizational stress. Following the principles of psychological androgyny, we propose that a combination of communion and agency can serve as a preventive factor at work and lead to healthier responses by providing a wider range of emotional (...) competences to deal with organizational demands. Following previous methodological approaches, we include a quantitative review about scientific research on occupational health in the PsycINFO database during the period 1980–2017 from a multidimensional gender perspective that differentiates between studies addressing the topic from either sex, gender or gender identity dimensions. Finally, we propose new analytical directions to deal with psychosocial hazards at work by underscoring some of the complex ways in which gender and emotional competences influence psychosocial risks at work. (shrink)

Open peer commentary on the article “Body Awareness to Recognize Feelings: The Exploration of a Musical Emotional Experience” by Alejandra Vásquez-Rosati. Upshot: A complete account of musical emotions implies examining how factors in the music, the situation, and the person interact, producing objective and subjective changes on affective, bodily and cognitive levels simultaneously. Therefore, a first-person phenomenological method can only provide a limited understanding of these experiences.

Purpose. The purpose is to prove the synchronicity of anthropogenesis, noogenesis and sociogenesis based on emotions, which are their self-organizational principles, as well as to reveal the synergistic essence of these processes. Theoretical basis. The study is based on the self-organizational paradigm, the theory of autopoiesis, labour theory, pananthropological concept, as well as on the concept of synergy of biological and mental phenomena. Originality. The concept of synchronicity of anthropogenesis, noogenesis and sociogenesis based on the emotions is substantiated. The concept (...) of self-organizational emergence of emotions on the basis of hormones is developed. It is established that anthropogenesis is a process of anthropologisation of life based on biochemical reactions in the form of hormones and emotions, which are a synergy of genetic information, biochemical processes, instincts, and physiological phenomena. It was outlined that noogenesis has an emotional dimension, because emotions are the basis for self-organization of rationality, which begins at the level of emotional consciousness. The author shows the specifics of sociogenesis, which self-organizes based on social emotions, which in their turn "distinguish" a man from the sphere of natural existence based on the ability to control emotions. Conclusions. Emotions arise self-organizationally on the basis of hormones. They are self-organizational factors of anthropogenesis, noogenesis and sociogenesis based on the synergistic effect that arises through the combination of emotions and hormones at the biochemical level. The basic principle of anthropology is emotions that synchronize anthropogenesis, noogenesis and sociogenesis, which manifests themselves on the physical, mental, and spiritual levels. At the bodily level, emotions are expressed as biochemical and hormonal reactions. At the spiritual level emotions create the basis for the development of the mind, which originates as emotional consciousness. Emotions self-organize the process of anthropologisation of life, which is possible based on the synergy of human genome, biochemical, physiological phenomena and instincts. The concepts of synchronicity of anthropogenesis, noogenesis and sociogenesis and self-organizational emergence of emotions based on hormones initiate a promising direction of further research of the role of emotions in the processes of self-organization of social phenomena. (shrink)

The aim of our study was to verify relationships between individual difficulties in emotion regulation (ER), ER strategies (cognitive reappraisal and expressive suppression), and compassion (to self and others) with the presence of depressive symptomatology in a sample of Slovak adolescents during the second wave of the COVID-19 pandemic. In the sample of 140 Slovak adolescents (age between 17–19 years) was administrated The Beck Depression Inventory- II. (Beck et al., 1996), The Overall Depression Severity and Impairment Scale (Bentley et al., (...) 2014), The Emotion Regulation Questionnaire (Gross & John, 2003), The Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), The Sussex-Oxford Compassion for the Self Scale and The Sussex-Oxford Compassion for Others Scale (Gu et al., 2019). Results revealed that difficulties in ER (all subscales) and expressive suppression were in positive relationships with depression symptoms. Cognitive reappraisal and self-compassion were in negative relationships with depression symptoms. Lack of ER strategies and cognitive reappraisal (inversely) were the strongest predictors of depressive symptoms. These findings suggest that ER strategies (mainly cognitive reappraisal) could be assumed as protective factors in adolescent depression symptoms development in stressful circumstances of the COVID-19 pandemic. (shrink)

Lindquist et al. assess the neural evidence for locationist versus psychological construction accounts of human emotion. A wealth of experimental and clinical investigations show that individual differences in emotion and personality influence emotion processing. These factors may also influence the brain's response to emotional stimuli. A synthesis of the relevant neuroimaging data must therefore take these factors into consideration.

This study investigates factors impacting perceptions of ethical conduct of peers of 293 students in four US universities. Self-reported ethical behavior and recognition of emotions in others (a dimension of emotional intelligence) impacted perception of ethical behavior of peers. None of the other dimensions of emotional intelligence were significant. Age, Race, Sex, GPA, or type of major (business versus nonbusiness) did not impact perception of ethical behavior of peers. Implications of the results of the study for business (...) schools and industry professionals are discussed. (shrink)

The errors young children make when recognising others’ emotions may be systematic over-identification biases and may partially explain the challenges some have socially. These biases and associations may be differential by emotion. In a sample of 871 ethnically and racially diverse preschool-aged children (i.e. 33–68 months; 49% Hispanic/Latine, 52% Children of Colour), emotion recognition was assessed, and scores for accuracy and bias were calculated by emotion (i.e. anger, sad, happy, calm, and fear). Child and family characteristics and teacher-reported social behaviour (...) were also collected. Multilevel structural equation modelling revealed emotion-specific recognition accuracies varied between 36 and 65% whereas biases varied between 4 and 13%. Anger was the strongest bias followed by sad, happy, fear, and calm, in contrast to the pattern for accuracy – happy, sad, angry, fear, and calm. More variance was explained in emotion-specific recognition accuracies by child and family characteristics – 7–38% – than biases – 3–7%. Negatively-valanced emotion recognition biases associated with positively-valanced accuracies, and positively-valued emotion recognition biases associated with negatively-valued accuracies. Biases did not have meaningful associations with social behaviour. This study highlights that children’s emotion recognition errors may partially be systematic, but future studies are needed to understand the underlying cognitive mechanisms. (shrink)

The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293, 239, and 189 children from 25 childcare centers took part in the present study. Fourteen familial risk factors were assessed at T1 using an interview and a questionnaire that were administered to children’s primary caregivers. (...) These 14 familial risk factors were used to compute a familial risk factors score. Primary caregivers also reported on their children’s emotional problems at T2 and T3 and on their children’s general self-efficacy at T2. Children reported on their positive self-concept at T2. Results showed that early familial risk factors were positively associated with emotional problems in the short and long term, although the long-term effect was small and non-significant. Further, the pattern of effect sizes of both promotive and protective effects of general self-efficacy as well as positive self-concept was found to be consistent in the short term. However, in the long term, no consistent support for either the promotive or the protective role of general self-efficacy or positive self-concept was found. These results suggest that general self-efficacy and positive self-concept might contribute to promote mental health and to protect from undesired effects of familial risk factors in the short term. Possible reasons for a lack of long-term effects are discussed along with practical implications. (shrink)

Emotional openness is characterised by a capacity to tolerate threatening self-relevant material and an interest towards new emotional situations. We investigated how specific networks of memories could be an important contributing factor to emotional openness. At Phase 1, participants completed measures of personality traits and emotional intelligence, described a self-defining memory, provided other memories associated with it, and rated the valence of each of their memories. A score assessing the complexity of this memory network, comprising the (...) number of memories reported and their valence diversity, was created. Two weeks later, in laboratory, participants watched an anxiety-inducing film and took part in an interview assessing their emotional openness to the film. They completed a cognitive task before and after the film to measure ego depletion. Controlling for traits and emotional intelligence, memory network complexity was positively associated with emotional openness and negatively with ego depletion. The mental organisation of self-defining memories thus appears to be a critical factor contributing to emotional openness. (shrink)

Vigil's socio-relational framework of sex differences in emotion-expressive behavior has a number of interesting aspects, especially the principal concepts of reciprocity potential and perceived attractiveness and trustworthiness. These are attractive and potentially heuristic ideas. However, some of his arguments and claims are not well grounded in research on early development. Three- to five-year-old children did not show the sex differences in emotion-expressive behavior discussed in the target article. Our data suggest that Vigil may have underestimated the roles of epigenetic and (...) cultural factors in shaping emotion-expressive behavior. (shrink)

This article offers one approach to exploring the question of in what sense music educators can speak of music and its moving power as spiritual by inquiring into what might count as a “musical spiritual experience” in emotional terms. The essay’s analytic framework employs the distinction between two related concepts which I call the “shiver” and the “shimmer” factors. The shiver factor is the physiological phenomenon of the “fingers-up-and-down-the-spine” feeling often experienced when listening to or performing a musical (...) work. Employing an example from popular culture, this section of the essay evaluates “critical thinking” as a pedagogical tool for unpacking various mediarelated elements used to precipitate particular kinds of effects in respondents. The shimmer factor draws upon a combination of Csikszenthmihalyi’s “flow” and the Jungian conception of “soul-making” as a way of distinguishing a genuinely transcendent, transformational musical experience from a sensate, surface aesthetic encounter. (shrink)

The internal structure of ability emotional intelligence tests at item level has been hardly studied, and if studied often the predicted structure did not show. In the present study, an a priori model for responses to EI ability items using Likert response scales with a Situational Judgement Test format is investigated with confirmatory factor analysis. The model consists of a target EI ability factor, an acquiescence factor, which is a method factor induced by the Likert response scales, and design-based (...) error covariances, which are induced by the SJT format. It is investigated whether this a priori model can account for the observed associations between the raw item responses of the Components of Emotion Understanding Test-24. The CEUT-24 is a new test developed to assess emotion understanding, a key aspect of the EI ability construct, based on the componential emotion framework. The sample consisted of 1184 participants from four European countries speaking four different languages. Findings showed that the a priori model fitted the data well in all four languages. Furthermore, measurement invariance testing gave evidence for a well-fitting configural, metric, and partial scalar invariance model. The conclusion is that within a regular CFA framework using raw observed items responses, method factors can be disentangled from the targeted EI ability factor. (shrink)

Memory, as is well known, makes up a large part of our identity (even though the criterion of this “identity” is controversial). Documents – understood as inscriptions – make up our external memory in a peculiar way: they constitute both a stable anchor and a reference-point for our personal transformations over time. There is, however, also an internal memory, residing in our brain. This is based in part on external documentation; but it is of course not exclusively tied thereto. Rather (...) it evolves dynamically over time, in part reflecting ethical debates which we carry on within ourselves and which is influenced also by emotional factors, for example as we try to erase memories that are unpleasant. If, for example, the internal memory of some offense against our person is erased, then the motivation to testify against those who offended against us no longer exists or is greatly reduced, and this is so even though the documents that record the offense remain. Our motivations here depend on the emotional factor in our memories; once this has been lost, even though the autobiographical, episodic memory still remains, then the value-significance of the event fades from our view, and with it the impulse to act. Emotions are in large part responsible for creating a bond with documents; they make it possible for our internal and external memories to have significance. There must be some degree of emotional resonance in inscriptions relating to events in the past, which arises out of our own experience of these events and from our memory of these experiences, for these inscriptions to have significance in our lives. Documents are thus fundamental. But for ourselves and for our social lives, they must be supplemented by internal memories. (shrink)

Traditionally, the consequences of employees' behavior (teleology) and the norms attributed to the behavior (deontology) have been two familiar determinants of ethical decision making (EDM). More recently, emotions have also gained considerable attention for their ability to affect EDM. Marketing ethics literature overlooks how emotions are related with norms and consequences. Hence, this study investigates how normative, consequentialist, and emotional factors interactively influence EDM in a sales ethics context. Using scenarios with a 2 × 2 between-groups factorial design, (...) we collected data online from 303 sales professionals. Then we used independent samples t tests and hierarchical regression models to analyze the hypothesized relationships. Results indicate that violation of and obedience to deontological norms stimulate negative and positive anticipated emotions, respectively, leading to stronger EDM. However, to a lesser extent, when violation of and obedience to deontological norms do not stimulate anticipated emotions, those emotions lead to weaker EDM. Moreover, consequences do not stimulate any anticipated emotions. Instead, consequences moderate the relationship between anticipated emotions and EDM. In addition, deontological and teleological evaluations mediate the relationship between anticipated emotions and EDM. These findings highlight the importance of considering the interplay between normative, consequentialist, and emotional factors in the formation of ethical judgments and intentions. The article discusses the implications of these results for sales professionals and organizations and suggests future research directions. (shrink)

I strongly endorse many of the suggestions made by the authors of the extremely useful reviews in this issue. In particular, the need to identify the complex causal mechanisms underlying the major health risk factors requires urgent attention of the research community. I suggest considering the important role of emotional disturbances as contributors to health risks given the empirically established comorbidity between mental and somatic illness. Better knowledge of these mechanisms is an essential prerequisite to develop tailored personalized (...) prevention and intervention programs, including reliable and valid assessment of deficits. (shrink)

In this contribution, I interrogate the historical-intellectual narrative that dominates the history of the Schachter–Singer two-factor theory of emotion. In the first part, I propose that a social influence model became generalized to a cognitive view. I argue that Schachter and Singer presented a cognitive theory of emotions in enacting inside the laboratory Schachter’s preceding “social influence” model of emotions and that Schachter’s adoption of a cognitive model of emotion was driven by and was necessary for his previous research on (...) social influence. In the second part, I argue that the Schachter–Singer theory is remarkable not because it introduced a cognitive turn in emotion, but because it presented sympathetic nervous system activation as an essential constitutive element of every emotion. (shrink)

Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample (...) included 932 preschool children, their parents, and their teachers in the United States. Children’s self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children’s pre-academic and social-emotional skills. The emotion regulation factor predicted children’s social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children’s regulatory skills as well as their success in school. (shrink)

To guide the design direction of emotion regulation products that improve the positive emotions of users, investigation into the correlation between relevant visual factors and multi-dimensional complex emotions is needed. In the present study, an extended product emotion measurement method was adopted to describe the multi-dimensional emotional set of each influencing factor and calculate their weight according to the order. The positive and negative emotion indicators of all influencing factors were compared and the evaluation and ranking (...) class='Hi'>factors that affect users’ emotional value of emotion regulation products were analyzed. The experimental results reveal that specific emotion mapping scenes on positive emotion are the most significant among the key factors affecting user emotion. Further, the influence of emotional stickers, interactive data visualization, and text on positive emotions decreased in turn. The influence of emotional text on positive emotion was the lowest. Through investigating the visual factors that affect the psychological emotions of users, the development of emotion regulating products could be guided in a more scientific and reasonable manner. (shrink)

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students? academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait (...) EI were related to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities. (shrink)

This study aims to investigate the mediating role of psychological inflexibility as a transdiagnostic factor in the relationship between emotional dysregulation and sleep problems with symptoms of emotional disorders. A total of 500 subjects from three universities were selected by random multistage clustering, and they completed the Pittsburgh Sleep Quality Index, Difficulties in Emotional Regulation Scale, and Acceptance and Action Questionnaire–II, Inventory of Depression and Anxiety Symptoms. The results of correlation coefficients revealed that there is a positive (...) and significant correlation among emotional dysregulation, sleep problems, and psychological inflexibility with emotional disorders. In addition, the results showed that psychological inflexibility acts as a transdiagnostic factor that mediates the relationship between emotional dysregulation and sleep problems with symptoms of emotional disorders. These findings illustrate how emotional dysregulation and sleep problems affect emotional disorders through psychological inflexibility. (shrink)

As a part of user experience, user emotion has rarely been studied in mobile libraries. Specifically, with the proposed emotional model in combination with the Pleasure-Arousal-Dominance Emotion Model and the Five Factor Model, we evaluate user emotions on the mobile library’s three IS features. An experience procedure with three tasks has been designed to collect data. 50 participants were enrolled, and they were asked to fill in questionnaires right after the experience. The correlations among the PAD emotions were examined. (...) Specifically, users have a low perception of pleasure, high perception of arousal, and low perception of dominance. However, these three emotional states were not always significantly correlated with each other. This study extends mobile library research by focusing on users’ emotional experience. Specifically, the detailed PAD emotions have been examined. This study provides a new approach for application developers and managers to evaluate the user experience of an application. (shrink)

In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school and university, took (...) part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale, to allow the measurement of the five dimensions of identity postulated by Luyckx et al and The Personal Feelings Questionnaire-2 to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis. (shrink)

Much thought is being given nowadays to the ways in which society might continue to substantiate the principle of solidarity in the economic sphere. Predictable cost increases in the social security system stand at the root of a number of problems that have arisen. While those concerned look for solutions, a discussion is emerging concerning the communal scope of solidarity. People are not only asking themselves how they are to remain in solidarity, but also with whom they should share the (...) means at their disposal. The concomitant question ‘with whom?’ is not always as evident as it might seem, since the ethical scope of solidarity appears, in principle at least, to be unlimited.De facto, however, the limits of solidarity tend to coincide with those of the political community. The ongoing unification of Europe should broaden matters in this regard, but whether this process will also broaden our perspective on world-wide solidarity remains to be seen. At the same time, certain groups are calling for a stricter delimitation of our solidarity. The elections in Europe during the past ten years have made it clear that a number of emotional factors play a role in this context, factors which are not infrequently expressed in the slogan ‘our own first’.The intention of this article is to confront, with the Christian principle of solidarity, certain spontaneous and emotional motivating forces which call for a limitation of our solidarity. Solidarity implies both a feeling and a rational decision. In line with any other emotion, the feeling of solidarity is rooted in motivating factors of which we are not always consciously aware. Such factors are rarely thematised in an explicit fashion, partly because they are as such difficult to discuss and partly because they are difficult to make operational at the ‘scientific’ level. As a rule, our attention tends to be focused on the ethical desirability and practical-economical achievabilty of solidarity.As a starting point, I would like to broaden our vision of the emotional and subconscious motivating factors of solidarity. As a means to this end I will call upon a number of theories concerning the processes of social influence which go beyond the individual’s capacity to decide in the context of realising concrete initiatives. Having done this our second step will be to relate the problem of the emotional limitation of solidarity to the Christian concept of solidarity. (shrink)

Despite continuing interest in the impact of employees’ emotional intelligence in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors’ emotionally intelligent behavior. This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: to develop and define a theoretical concept of EI-supportive organizational culture, to develop and validate measures of organizations’ EI-related (...) values and practices, and to investigate their top-down effect on employee engagement and exhaustion, via supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management practices, as separate yet related dimensions of organizations’ EI-related culture, and test their validity. In the second study, we build on the job demands-resources theory and Ability-Motivation-Opportunity framework to develop and test a model of the process links between perceived EI-related values and HRM practices and employee engagement and exhaustion, using a large sample of employees across industries in the USA workforce. In line with our hypotheses, the findings suggest that EI-supportive HRM practices have a top-down effect on employee engagement and exhaustion via supervisor EIB, whereas low regard for emotions values has a top-down effect on employee exhaustion via supervisor emotional misbehavior. Results are discussed in the context of the JD-R theory, AMO framework, and the EI literature. (shrink)

Emotions, Embodied Cognition and the Adaptive Unconscious argues for the need to consider many other factors, drawn from disciplines such as socio-biology, evolutionary psychology, the study of the emotions, the adaptive unconscious, the senses and conscious deliberation in analysing the complex topography of social action and the making of things. These factors are taken as ecological conditions that shape the contemporary expression of complex societies, not as constraints on human plasticity Without 'foundations', complex society cannot exist nor less (...) evolve. This is the familiar pairing from complexity theory: path dependency and dynamic emergence. Inter-disciplinary and complexity perspectives need to be incorporated into the social sciences. Routinely, sociologists think of social phenomena as a distinct field, expressed in the term: the 'social construction of' without apparent need to refer to other material, biological, psychological, material or ecological conditions or agents. This book shows how the familiar sociological dynamics of identity, solidarity, differentiation and communication are shaped through the persistent interaction of unconscious and affective processing with conscious deliberation in newly emergent contexts. It is this re-expression, not the surpassing, of human characteristics in contemporary social action that needs to re-inform a complex, ecological approach to the theory and methodologies of the social sciences. The book is intended for a postgraduate/research audience and doctoral students to introduce and synthesise inter-disciplinary contributions to research into complexity theory in the social sciences. (shrink)

With the deep popularity of mobile Internet, the “eyeball economy” is more active than ever. Driven by powerful modern media, livestreaming, as a new form of attracting public attention to obtain economic benefits, is worth studying its influence path on consumers. Based on the technology acceptance model and the mediating effect of emotion, this study constructs the consumer influencing factor model of livestreaming e-commerce. The research model and related hypotheses are verified by SPSS and linear multiple regression models. The research (...) found that emotional trust and perceived emotional value could be regarded as mediating variables to stimulate consumers' purchase intention in livestreaming e-commerce. They have a full mediating effect on product and atmosphere and a partial mediating effect on homogeneity and promotion, which identifies that online celebrity's homogeneity, and sales promotion could influence consumers' purchase intention through the partial mediating role of emotional trust and perceived emotional value, while product and atmosphere induced by emotional contagion could exert influence on consumers' purchase intention through the full mediating effect of emotional trust and perceived emotional value. (shrink)

PurposeWe explored two complex phenomena associated with effective education. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.ApproachThirteen teachers working (...) in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.FindingsTeacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as “CARE”, “CURIOSITY”, “COOPERATION”, and “CHALLENGE”.OriginalityWe extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. Four emotion percepts substantially influence teachers’ voluntary motivated behavior. The amount and proportion of emotions experienced varies between individual teachers. The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. Professional experience and specific situational factors also influence teachers’ behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers’ engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students. (shrink)