Trait Positive and Negative Emotionality Differentially Associate Withdiurnal Cortisol Activity Karissa G
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Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
Attitudes Toward Emotions
Journal of Personality and Social Psychology © 2011 American Psychological Association 2011, Vol. 101, No. 6, 1332–1350 0022-3514/11/$12.00 DOI: 10.1037/a0024951 Attitudes Toward Emotions Eddie Harmon-Jones and Cindy Harmon-Jones David M. Amodio Texas A&M University New York University Philip A. Gable University of Alabama The present work outlines a theory of attitudes toward emotions, provides a measure of attitudes toward emotions, and then tests several predictions concerning relationships between attitudes toward specific emotions and emotional situation selection, emotional traits, emotional reactivity, and emotion regula- tion. The present conceptualization of individual differences in attitudes toward emotions focuses on specific emotions and presents data indicating that 5 emotions (anger, sadness, joy, fear, and disgust) load on 5 separate attitude factors (Study 1). Attitudes toward emotions predicted emotional situation selection (Study 2). Moreover, attitudes toward approach emotions (e.g., anger, joy) correlated directly with the associated trait emotions, whereas attitudes toward withdrawal emotions (fear, disgust) correlated inversely with associated trait emotions (Study 3). Similar results occurred when attitudes toward emotions were used to predict state emotional reactivity (Study 4). Finally, attitudes toward emotions predicted specific forms of emotion regulation (Study 5). Keywords: discrete emotions, approach motivation, withdrawal motivation, emotion regulation, behav- ioral activation system (BAS) Emotions pervade subjective experience (Izard, 2009), and al- theory by assessing relationships between attitudes toward specific though often perceived as a single subjective state, emotional emotions and emotional traits, emotional reactivity, emotional experience is likely composed of many different elements. Tom- situation selection, and emotion regulation. kins (1962, 1963) and others (Ellsworth, 1994; Izard, 1971) sug- gested that the evaluation of an emotion is part of the experience of emotion. -
Positive Psychology: Happiness
POSITIVE PSYCHOLOGY: HAPPINESS FIB QUIZ POWERPOINT NOTES INTRODUCTION & POSITIVE EMOTIONS • Positive psychology is concerned with the __1__ life, the __2__ life and the __3__ life. • Peterson’s study found that orientations to engagement and meaning were __4__strongly associated with life satisfaction than orientation to pleasure. • There are 2 distinct types of positive emotions concerned with the present: __5__ pleasures and more enduring __6__. • Gratifications differ from pleasures in that they entail states of absorption or __7__ that come from engagement in activities that involve using our signature __8__. POSITIVE AND NEGATIVE AFFECTIVITY • A wide range of data have shown that emotional experience can be best described by __9__ broad dimensions. Some researchers (Larsen, Diener, Averill) have labeled these dimensions (1)“activation or __10__” and (2) “pleasant/__11__ to unpleasant/__12__”. • Some researchers (Watston, Tellergen) suggest 2 dimensions, __13__ and __14__ affectivity (emotional experiences) captures the combinations of these two broad dimensions. Positive and negative affectivity can be assessed with the Positive and Negative Affect Schedule (PANAS). • Positive and negative affectivity is moderately __15__. • Positive affectivity is associated with greater job satisfaction and marital satisfaction • People with high positive affectivity tend to have __16__ life styles and better __17__ strategies. POSITIVE AFFECTIVITY & HAPPINESS • Positive affectivity may be enhanced through: • engagement in regular physical __18__, • maintaining a regular and adequate pattern of __19__, • making and maintaining strong __20__ an socializing frequently with supportive friends • through working towards __21__(3 words). • Positive affectivity is one aspect of __22__ • Diener assessed data of happiness and well-being from over a million people all over the world. -
The Reliability of Subjective Well-Being Measures by Alan B
The Reliability of Subjective Well-Being Measures by Alan B. Krueger, Princeton University David A. Schkade, University of California, San Diego CEPS Working Paper No. 138 January 2007 The authors thank our colleagues Daniel Kahneman, Norbert Schwarz, and Arthur Stone for helpful comments and the Hewlett Foundation, the National Institute on Aging, and Princeton University’s Woodrow Wilson School and Center for Economic Policy Studies for financial support. Reliability of SWB Measures – 2 Introduction Economists are increasingly analyzing data on subjective well-being. Since 2000, 157 papers and numerous books have been published in the economics literature using data on life satisfaction or subjective well-being, according to a search of Econ Lit.1 Here we analyze the test-retest reliability of two measures of subjective well-being: a standard life satisfaction question and affective experience measures derived from the Day Reconstruction Method (DRM). Although economists have longstanding reservations about the feasibility of interpersonal comparisons of utility that we can only partially address here, another question concerns the reliability of such measurements for the same set of individuals over time. Overall life satisfaction should not change very much from week to week. Likewise, individuals who have similar routines from week to week should experience similar feelings over time. How persistent are individuals’ responses to subjective well-being questions? To anticipate our main findings, both measures of subjective well-being (life satisfaction and affective experience) display a serial correlation of about 0.60 when assessed two weeks apart, which is lower than the reliability ratios typically found for education, income and many other common micro economic variables (Bound, Brown, and Mathiowetz, 2001 and Angrist and Krueger, 1999), but high enough to support much of the research that has been undertaken on subjective well-being. -
Journal of Work and Organizational Psychology 32 (2016) 25–37
Journal of Work and Organizational Psychology 32 (2016) 25–37 Journal of Work and Organizational Psychology www.elsevier.es/rpto Counterproductive work behavior among frontline government employees: Role of personality, emotional intelligence, affectivity, emotional labor, and emotional exhaustion a b,∗ c Ponniah Raman , Murali Sambasivan , Naresh Kumar a Putra Business School, Universiti Putra Malaysia, Serdang, Malaysia b Taylor’s Business School, Taylor’s University Lakeside Campus, Subang Jaya, Malaysia c Global Entrepreneurship Research and Innovation Center, Universiti Malaysia Kelantan, Technology Park Malaysia, Bukit Jalil, Malaysia a b s t r a c t a r t i c l e i n f o Article history: The main objective of this research is to study the effect of personality, emotional intelligence (EI), affectiv- Received 7 January 2015 ity, emotional labor and emotional exhaustion on counterproductive work behavior (CWB) of frontline Accepted 24 November 2015 employees in the government sector. A questionnaire was designed and distributed to 625 frontline Available online 28 January 2016 employees working at service counters in 25 ministries in Malaysia. We received responses from 519 employees (response rate = 83%). The data was analyzed using Structural Equation Modeling (SEM). The Keywords: main findings are: (1) personality factors of employees drive their EI, affectivity, emotional labor, emo- Counterproductive work behavior tional exhaustion, and CWB and (2) EI and affectivity impact emotional labor, emotional exhaustion and Personality traits CWB. Through the integrated model, we have studied the indirect roles of emotional labor and emotional Affectivity exhaustion. This is one of the few studies that have effectively integrated the five constructs into a single Emotional labor Emotional exhaustion framework to study their effects on CWB. -
Distinguishing Neurotic from Prosocial "Guilt": Evidence for the Conceptual
Distinguishing Neurotic from Prosocial “Guilt”: Evidence for the Conceptual Distinctiveness of Checklist and Scenario Measures by Stefanie M. Tignor B.A. in Psychology, Binghamton University M.A. in Psychology, Northeastern University A dissertation submitted to The Faculty of the College of Science of Northeastern University in partial fulfillment of the requirements for the degree of Doctor of Philosophy July 28, 2016 Dissertation directed by C. Randall Colvin Associate Professor of Psychology ACKNOWLEDGEMENTS First, thank you to my advisor, Randy Colvin, for your ever-impressive expertise, guidance, and support. From my first day to my last you’ve made the Personality Lab feel like home, and I deeply appreciate all that you have taught me. Thanks for always being willing to chat about research or life, and thanks for always cheering me on. To Judy Hall, thank you for all of your support and mentorship over these past few years. Your immense knowledge of psychology and skills as a researcher are an inspiration to me. And of course, thank you for helping me fall in love with meta-analysis. To Nancy Kim, thank you for your insightful and helpful comments on this dissertation, in meetings and via email. It has been much improved thanks to your guidance, and I have greatly appreciated your help throughout the process. Thanks to the many research assistants who helped with this project: Emily Burke, David Kramer, Megan Pinaire, Christina Tebbe, Ronnie Lo, Simone Grant, Alexa Lambros, Fae Kayarian, Kristen Laws, Catherine Martin, Heather Offermann, and Sangjukta Sen Roy. Thank you to my research “brother” and “sister” Sun Park and Krista Hill; your welcoming nature and willingness to help a lost first-year will never be forgotten. -
Pdfs/Joormann Gotlib 07.Pdf
Biological Psychology 122 (2017) 110–120 Contents lists available at ScienceDirect Biological Psychology jo urnal homepage: www.elsevier.com/locate/biopsycho The beneficial effects of a positive attention bias amongst children with a history of psychosocial deprivation a,∗ b h Sonya Troller-Renfree , Katie A. McLaughlin , Margaret A. Sheridan , c,d,e,f g a Charles A. Nelson , Charles H. Zeanah , Nathan A. Fox a Department of Human Development and Quantitative Methodology, University of Maryland, College Park, United States b Department of Psychology, University of Washington, Seattle, United States c Harvard Medical School, United States d Boston Children’s Hospital, United States e Harvard Center on the Developing Child, United States f Harvard Graduate School of Education, United States g Tulane University School of Medicine, New Orleans, United States h Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, United States a r t i c l e i n f o a b s t r a c t Article history: Children raised in institutions experience psychosocial deprivation that has detrimental influences on Received 30 June 2015 attention and mental health. The current study examined patterns of attention biases in children from Received in revised form 23 March 2016 institutions who were randomized at approximately 21.6 months to receive either a high-quality foster Accepted 14 April 2016 care intervention or care-as-usual. At age 12, children performed a dot-probe task and indices of attention Available online 21 April 2016 bias were calculated. Additionally, children completed a social stress paradigm and cortisol reactivity was computed. -
Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience
This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=18548 Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience ISBN Arthur A. Stone and Christopher Mackie, Editors; Panel on Measuring 978-0-309-29446-1 Subjective Well-Being in a Policy-Relevant Framework; Committee on National Statistics; Division on Behavioral and Social Sciences and 204 pages Education; National Research Council 6 x 9 PAPERBACK (2013) Visit the National Academies Press online and register for... Instant access to free PDF downloads of titles from the NATIONAL ACADEMY OF SCIENCES NATIONAL ACADEMY OF ENGINEERING INSTITUTE OF MEDICINE NATIONAL RESEARCH COUNCIL 10% off print titles Custom notification of new releases in your field of interest Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Request reprint permission for this book Copyright © National Academy of Sciences. All rights reserved. Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience Subjective Well-Being Measuring Happiness, Suffering, and Other Dimensions of Experience Panel on Measuring Subjective Well-Being in a Policy-Relevant Framework Arthur A. Stone and Christopher Mackie, Editors Committee on National Statistics Division of Behavioral and Social Sciences and Education Copyright © National Academy of Sciences. All rights reserved. Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. -
It's Complicated: a Literature Review of Happiness and the Big Five
Bengtson 1 Lilly Bengtson PSYC330 It’s Complicated: A Review of Literature on Happiness and the Big Five One of the great quests of an individual’s life is often to find happiness. But what does “happiness” mean? Can it even be “found?” These questions and more have been addressed with the growth of the positive psychology movement, a modern attempt to examine happiness from a scientific perspective. A natural first step in the study of happiness is evaluating exactly who is happy, and why. While a great many factors influence one’s satisfaction with life, personality is an especially relevant contributor to consider. Personality factors influence how people see the world, how they behave, and how they move through life, so it follows that these same factors would strongly influence one’s ultimate failure or success in achieving happiness. The Five Factor model of personality is a tried-and-true trait model which breaks personality down into five basic components: extraversion, openness, conscientiousness, agreeableness, and neuroticism. This empirically-validated model has been combined with the relatively recent positive psychology movement to study how personality traits affect individuals’ overall happiness. The Big Five traits of neuroticism and extraversion have been shown to correlate strongly with measures of individual happiness, but this effect is moderated by both internal and external factors of an individual’s life circumstances. In order to study the relationship between personality traits and happiness, one must first establish exactly how to evaluate this concept. A common measure for happiness is subjective well-being, which can be broken down into individual scales of life satisfaction, positive affect, and negative affect. -
Self-Esteem Level, Lability, and Depressive Symptoms In
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Vanderbilt Electronic Thesis and Dissertation Archive SELF-ESTEEM LEVEL, LABILITY, AND DEPRESSIVE SYMPTOMS IN LATE ADOLESCENCE AND YOUNG ADULTHOOD by Cynthia Flynn Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology December, 2005 Nashville, Tennessee Approved: Professor Judy Garber Professor Andrew J. Tomarken Professor Steven D. Hollon Professor David A. Cole Professor Bahr Weiss Professor Kathleen V. Hoover-Dempsey ACKNOWLEDGEMENTS This study was made possible in part by a Dissertation Enhancement Award from Vanderbilt University. The author would like to acknowledge the students from Vanderbilt and Middle Tennessee State Universities who participated in the Hassles and Self-Esteem Project, and the subject pool directors from each university, David Zald, Ph.D. and William Langston, Ph.D., respectively. The author would like to thank Laurel Duncan, Katie Hart, and Elizabeth Johnson, who generously contributed their time and considerable talents to assist with data collection for the project, and Ricardo Marte, Jon Tapp, and David Bass for their technical guidance with the development of the study website. The author would like to acknowledge her dissertation committee, David Cole, Ph.D., Steven Hollon, Ph.D., Kathy Hoover-Dempsey, Ph.D., Andy Tomarken, Ph.D., and Bahr Weiss, Ph.D. for their guidance in the development of the study. Finally, the author would like to thank Judy Garber, Ph.D., dissertation committee chair and advisor, for her excellent mentorship and preparation for a career in the science of psychology. -
Redalyc.Emotions and the Emotional Disorders: a Quantitative
International Journal of Clinical and Health Psychology ISSN: 1697-2600 [email protected] Asociación Española de Psicología Conductual España Watson, David; Clark, Lee Anna; Stasik, Sara M. Emotions and the emotional disorders: A quantitative hierarchical perspective International Journal of Clinical and Health Psychology, vol. 11, núm. 3, 2011, pp. 429-442 Asociación Española de Psicología Conductual Granada, España Available in: http://www.redalyc.org/articulo.oa?id=33719289001 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative © International Journal of Clinical and Health Psychology ISSN 1697-2600 print ISSN 2174-0852 online 2011, Vol. 11, Nº 3, pp. 429-442 Emotions and the emotional disorders: A quantitative hierarchical perspective David Watson1, Lee Anna Clark, and Sara M. Stasik (University of Notre Dame, USA) ABSTRACT. Previous evidence has established that general negative affect represents a non-specific factor common to both anxiety and depression, whereas low positive affect is more specifically related to the latter. Little is known, however, about how specific, lower order affects relate to these constructs. We investigated how six emotional disorders—major depression, generalized anxiety disorder (GAD), posttraumatic stress disorder (PTSD), panic disorder, social phobia, and obsessive compulsive disorder — are linked to both general and specific types of affect in two samples (Ns = 331 and 253), using the Expanded Form of the Positive and Negative Affect Schedule (PANAS- X). Replicating previous results, the General Negative Affect scale was nonspecifically related to the emotional disorders, whereas General Positive Affect had a specific (inverse) association with major depression. -
A Balanced Psychology and a Full Life, Seligman
Published online 18 August 2004 A balanced psychology and a full life Martin E. P. SeligmanÃ, Acacia C. Parks and Tracy Steen Positive Psychology Center, University of Pennsylvania, 3701 Market Street, Philadelphia, PA 19104, USA Psychology since World War II has been largely devoted to repairing weakness and understanding suffering. Towards that end, we have made considerable gains. We have a classification of mental illness that allows international collaboration, and through this collaboration we have developed effective psychotherapeutic or pharmacological treatments for 14 major mental disorders. However, while building a strong science and practice of treating mental illness, we largely forgot about everyday well-being. Is the absence of mental illness and suffering sufficient to let individuals and communities flourish? Were all disabling conditions to disappear, what would make life worth living? Those committed to a science of positive psychology can draw on the effective research methods developed to understand and treat mental illness. Results from a new randomized, placebo-controlled study demonstrate that people are happier and less depressed three months after completing exercises targeting positive emotion. The ultimate goal of positive psychology is to make people happier by understanding and building positive emotion, gratification and meaning. Towards this end, we must supplement what we know about treating illness and repairing damage with knowledge about nurturing well-being in individuals and communities. Keywords: positive psychology; happiness; optimism; meaning; depression; interventions 1. A BALANCED PSYCHOLOGY quite difficult to pinpoint. After 50 years and 30 billion American psychology before World War II had three objec- dollars of research, psychologists and psychiatrists can boast tives: the first was to cure mental illness, the second was to that we are now able to make troubled people less miserable, make relatively untroubled people happier, and the third and that is surely a significant scientific accomplishment.