Achievement Emotions: A Control-Value Approach

Emotions are ubiquitous in achievement settings. Apart from test anxiety research and attributional studies, psychological research has neglected these emotions. We argue that more research on the functions, origins, and regulation of achievement emotions is needed, addressing both outcome emotions related to success and failure, such as hope, pride, anxiety, shame, and hopelessness, and activity emotions such as the enjoyment and boredom experienced in achievement settings. Using Pekrun’s (2006) control-value theory of achievement emotions as a theoretical framework, we first outline a three-dimensional (object focus × valence × activation) taxonomy of achievement emotions. We then summarize research on the individual and social origins of these emotions, arguing that control appraisals, value appraisals, achievement goals, and related contextual factors are of specific relevance for achievement emotion arousal. Next, the importance of emotions for achievement behavior and performance is addressed. In conclusion, we discuss the regulation and modification of achievement emotions and their relative universality across genders, settings, and cultures.     

Epistemic Emotions and Co-inquiry: A Situated Approach

This paper discusses the virtue epistemology literature on epistemic emotions and challenges the individualist, unworldly account of epistemic emotions. It argues that epistemic emotions can be truth-motivating if embedded in co-inquiry epistemic cultures, namely virtuous epistemic cultures that valorise participatory processes of inquiry as truth-conducive. Co-inquiry epistemic cultures are seen as playing a constitutive role in shaping, developing, and regulating epistemic emotions. Using key references to classical Pragmatism, the paper describes the bridge between epistemic emotions and co-inquiry culture in terms of habits of co-inquiry that act as the scaffolding of epistemic emotions. The result is a context-sensitive and practice-oriented approach to epistemic emotions that conceives of those emotions as being shaped by co-inquiry epistemic cultures.

     

Quantifying the Value of Emotions Using a Willingness to Pay Approach

People generally seek out positive moods and avoid negative moods; however, it is unclear which motivation is more pronounced. Two studies addressed this issue by developing a value-based ranking of emotions based on the willingness to pay (WTP) approach. The approach utilizes money’s cardinal properties and assumes opportunity costs as with everyday purchases. In Study 1 British participants indicated they would be willing to pay more to experience positive than to avoid negative emotions. In Study 2 this positivity bias was replicated with another sample of British participants. However, Hong Kong Chinese participants did not show such a preference, and were willing to pay significantly less to experience positive emotions but more to avoid negative emotions when compared with British participants. Experiencing Love was given the highest WTP judgment in all samples. Thus, some emotions are universally valued, whereas preferences for others differ across cultural groups, perhaps shaped by norms. Implications concerning valuations of psychological states for policy purposes are discussed.     

Group-Based Emotions: The Impact of Social Identity on Appraisals,Emotions, and Behaviors

Because group-based emotions are rooted in the social identity of the perceiver, we propose that group-based emotions should be sensitive to changes in this social identity. In three experiments, young women reported feeling more anger, fear, and disgust toward Muslims when their identity as women had been made salient, in comparison with various control conditions where their identity as young adults, as social sciences students, their personal identity, or no identity had been made salient. These effects were mediated by appraisals of intergroup threats. In Experiment 3, the salience of the woman social identity also increased intentions to avoid Muslims.     

Staging atmospheres: Materiality,culture, and the texture of the in-between

The article introduces the special issue on staging atmospheres by surveying the philosophical, political and anthropological literature on atmosphere, and explores the relationship between atmosphere, material culture, subjectivity and affect. Atmosphere seems to occupy one of the classic localities of tensions between matter and the immaterial, the practical and the ideal, and subject and object. In the colloquial language there can, moreover, often seem to be something authentic or genuine about atmosphere, juxtaposing it to staging, which is implied to be something simulated or artificial. Nevertheless, people’s experience of the environment is sought manipulated in a variety of contexts, often without offering a less ‘true’ experience of a situation than if it had not been manipulated by people. In fact, orchestrations of space are often central to sociality, politics and aesthetics. This introduction seeks to outline how a number of scholars have addressed the relationship between staged atmospheres and experience, and thus highlight both the philosophical, social and political aspects of atmospheres.     

Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers’ and teachers’ ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (Goodman Journal of Child Psychology and Psychiatry, 38, 581–586, 1997) in the Family Life Project (N?=?1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at 5 and 7 years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.     

Emotions: Here and Now,Then and There

Religions difer not only in the creeds they espouse, but also in the kinds of emotions they inspire. Any discussion of the relation between religion and emotion must therefore be incomplete and misrepresentative of some views. In this short commentary, I focus on two areas of potential controversy that I believe would profit from further discussion and debate. The first involves the truth or authenticity of emotional experience; the second concerns the possibility of disembodied emotional states. Although both issues are presented in the context of religious beliefs, their theoretical and practical implications are not specifically religious; rather, they concern first the dialectical relation between social institutions and emotional syndromes and second, the relation between emotion and cognition.     

Emotions,Attitudes, and Reasons

Our emotional faculties respond to successes, gains, advantages, threats, losses, obstacles, and other personally significant objects or situations, producing positive or negative evaluations of them according to their perceived import. Being an evaluative response is a feature that emotions share with paradigm attitudes (beliefs, intentions, judgments, etc.). However, recently philosophers have been reluctant to treat emotions as attitudes. The usual reasons given have to do with the automaticity of emotions and their occasional recalcitrance. In this article, I argue that these things shouldn't disqualify emotions from counting as genuine attitudes. Our emotions do bear the kind of relationship with our reasons that is characteristic of our attitudes.     

Voters, Emotions, and Memory

In this paper we argue that emotional response to information encountered in campaigns has implications for the likelihood of remembering that information at the time of the vote. Most voting models are built on what voters remember—whether it is the placement of candidates on issues, or opened ended responses to prompts. That recall of memory is biased is well-known, but the extent to which those biases are driven by affective response to candidate information has not been studied. Using dynamic process tracing, we examine voters' emotional responses, information search, and candidate evaluations during a simulated presidential primary campaign. By manipulating anxiety and the amount of incongruent information that voters encounter, we can detect the direct influence of affect in information processing. We find evidence that voters are more likely to remember information that generates any affective reaction as opposed to information for which the subjects report no emotional response. However, we find little evidence that anxiety has a special role, compared to enthusiasm or anger, in increasing the likelihood that an individual item is remembered. This challenges a primary contention of the theory of Affective Intelligence that anxiety leads to more memories for campaign information.     

School Counselor Selection: A Systematic Approach

This article presents an objective-based model for the selection of counselors. The model places emphasis on a systematic approach, with staff involvement and clear objectives for the process, and includes suggestions for avoiding ineffective behaviors based on traditional approaches.     

Emotions, Retribution, and Punishment

I examine emotional reactions to wrongdoing to determine whether they offer support for retributivism. It is often thought that victims desire to see their victimizer suffer and that this reaction offers support for retributivism. After rejecting several attempts to use different theories of emotion and different approaches to using emotions to justify retributivism, I find that, assuming a cognitive theory of emotion is correct, emotions can be used as heuristic guides much as suggested by Michael Moore. Applying this method to the actual emotional reactions of victims' relatives, however, does not find support for retributivism. Instead, it suggests punishment should be understood as part of a process of recovery with a complex set of demands. Retributive concerns can play a role in the process, but they don't have the priority that retributivism requires.     

Emotions,Motivation, and Character: A Phenomenological Perspective

In this paper, I wish to explore whether and how emotions build on a state of being motivated that is linked to character and requires the positive contribution of habit. Drawing on phenomenological accounts of motivation (most notably Husserl’s and Merleau-Ponty’s), I argue that the relation between emotions and character depends on the institution of an emotional space, which is responsible for our sensitivity to the values of the felt situation and yet it is open to changes and revisions.     

Searching for Transcendence: Drives,Emotions, and Infinity

There seems to be a need to theorize about transcendence in the actual relational literature. This may be related to the abandonment of drive theory. Emotions conceived by Matte-Blanco as infinite sets seem to recover that transcendence. In the clinical situation references to God seem to point many times to this infinity of emotionality. In these cases the emergence of art in the clinical dialogue—as long it can provide symbols of the infinite—seem to be able to unfold in our finiteness the infinite. These symbols can fill the infinity of potential space, so as not to experience an infinite and silent void that terrifies.     

学校氛围与初中生学业成就:学业情绪的中介和未来取向的调节作用

采用问卷法对1243名初中生进行调查研究,考察了学业情绪在学校氛围与初中生学业成就间的中介效应,以及未来取向对这一中介过程的调节效应。结果发现,（1）在控制了性别、年级、社会经济地位后,学校氛围对学业成就具有正向预测作用;（2）积极低唤醒学业情绪和消极低唤醒学业情绪显著中介学校氛围与学业成就的关系;（3）未来取向显著调节学校氛围对初中生学业成绩的直接路径,以及通过积极低唤醒和消极低唤醒学业情绪影响学业成绩的间接路径;即学校氛围和积极低唤醒学业情绪对学业成绩的影响在低未来取向的青少年群体中更为强烈;而学校氛围对消极低唤醒学业情绪的影响在高未来取向的青少年群体中更为强烈。总之,在学校氛围影响初中生学业成就的过程中,既存在中介效应,又存在调节效应。实际干预时,可以通过改善初中生学业情绪提高初中生的学业成就,未来取向可以进一步调节该过程。     

Emotions,feelings and intentionality

Emotions, I will argue, involve two kinds of feeling: bodily feeling and feeling towards. Both are intentional, in the sense of being directed towards an object. Bodily feelings are directed towards the condition of one's body, although they can reveal truths about the world beyond the bounds of one's body – that, for example, there is something dangerous nearby. Feelings towards are directed towards the object of the emotion – a thing or a person, a state of affairs, an action or an event; such emotional feelings involve a special way of thinking of the object of the emotion, and I draw an analogy with Frank Jackson's well-known knowledge argument to show this. Finally, I try to show that, even if materialism is true, the phenomenology of emotional feelings, as described from a personal perspective, cannot be captured using only the theoretical concepts available for the impersonal stance of the sciences.     

Emotions,narrative and change

There is a wide agreement that emotions are central to the evaluation and understanding of change processes in psychotherapy. Unfortunately, most of the debate on the role of emotions has been influenced by the reductionist view of ‘psychophysiological symbolism’ (Averill 1996). We defend the position that, in order to understand their role in psychotherapy fully, we need to move in the direction of a more complex view of emotions. This paper presents a view of emotionsas social constructed phenomena operating via language and narrative. We present research suggesting that these narratives may be an essential process for understanding psychological disorders, how these disorders are developed and, finally, how they can be changed.