Utilization of Real-Time Heart Rate Changes to Classify Emotions Based on Low-Cost Device Development

O-131: Negative emotion predicts poor outcome in poor prognosis IVF patients

The Emotion Regulation Questionnaire (ERQ) assesses emotion regulation strategies, particularly expressive suppression and cognitive reappraisal. However, the ERQ does not discern between regulating positive vs. negative emotions. Recent research suggests that suppression and reappraisal can impact mental health differently when targeting positive vs negative emotions. We developed and validated the Emotion Regulation Questionnaire - Positive/Negative (ERQ-PN), designed to measure positive and negative forms of suppression and reappraisal strategies. We recruited 963 participants (female = 478) through Prolific.com and administered the ERQ-PN. Participants had an average age of 45 years and were predominantly White (74%) and heterosexual (84%). Structural validity was assessed through confirmatory factor analyses. Model fit was estimated using the comparative fit index and the root-mean-square error of approximation. We also used the Bayesian information criterion to compare the fit of different models. Overall, participants used reappraisal more often to decrease negative emotions (vs. increasing positive) and leaned toward using suppression more for negative (vs. positive) emotions. These analyses revealed that the four-factor model (Model 2) delineating four latent variables (positive reappraisal, negative reappraisal, positive suppression, and negative suppression) had a good fit (RMSEA = 0.07, CFI = 0. 97, TLI = 0.96, χ 2(98) = 531.28, p < 0.001). An incremental validity assessment revealed that positive and negative reappraisal correlated similarly with related mental health constructs. By contrast, suppression of negative vs. positive emotions was differentially associated to the validators tested. The ERQ-PN represents a valid measure of emotion regulation that accounts for both positive and negative emotions.

Nonsuicidal self-injury (NSSI) is prevalent in adolescents and is often linked to emotion dysregulation. However, it remains unknown which specific processes of emotion regulation and under what emotional context these processes are related to the risk for NSSI in samples of community-based adolescents. This study used two laboratory tasks to examine whether adolescents with a history of NSSI displayed difficulties in emotional reactivity and inhibitory control in response to negative and positive emotions. In Study 1, adolescents with/without a history of NSSI (N = 64; MAge = 13.45 ± 0.50; 53% female) completed a picture perception task in which they were asked to judge the valence and arousal of images. In Study 2, adolescents with/without a history of NSSI (N = 74; MAge = 13.49 ± 0.80; 50% female) were given a two-choice emotional oddball task that required them to differentially respond to frequent stimuli (images of an object) and infrequent stimuli (affective images). The results showed that adolescents with a history of NSSI showed decreased emotional sensitivity and lower levels of inhibitory control in response to images depicting negative emotional content but not to those depicting positive emotional content. Furthermore, affective inhibitory control problems were significantly positively related to the severity of NSSI, especially in the context of negative emotions. These findings suggest that there is a divergence between positive and negative emotions in both emotional reactivity and affective inhibitory control processes on NSSI. Specifically, relative to adolescents with no history of NSSI, adolescents with a history of NSSI showed lower emotional awareness and behavioral inhibitory control when processing negative emotions, but these distinctions were not found in contexts involving positive emotions. Additionally, the results suggest that affective inhibitory control deficits specific for negative emotions may result in vulnerability to increased NSSI severity.

Increases in positive emotions may not only be indicators of progress in therapy but also precursors to that improvement. Conducted in a psychology training clinic, this naturalistic, repeated-measures study tracked changes over the course of therapy in 34 clients' emotional experience and two of the primary targets of clinical interventions, symptom distress and relationship functioning. During treatment, positive emotions increased, negative emotions decreased, and improvements were seen in therapeutic outcomes. Positive and negative emotions were correlated, as were changes in positive and negative emotions. However, despite this association, increases in positive emotions were a significant predictor of concurrent improvements in symptom distress and relationship functioning, even when decreases in negative emotions were included in the same model. Additionally, positive emotions not only predicted change in these treatment outcomes over the same time period, but they also predicted future change. This study contributes to research on the critical role positive emotions play in psychotherapy and may encourage the development of interventions focusing on increasing positive emotions. These findings highlight the distinct functioning of positive emotions separate from negative and the value of attending to positive emotions during therapy.

Affective experiences have been shown to influence attitudes and future behaviors related to physical activity, but no studies have related these experiences to physical literacy or examined affective experiences in quality physical education (QPE). The aim of this study was to describe emotions experienced in a QPE context and relate those emotions to students' physical literacy and self-esteem. A cross-sectional study of 145 4th and 5th grade students was surveyed after a single PE class on their emotional experiences (positive emotions: pride, enjoyment, and relief; negative, emotions: shame, anger, and boredom; aggregate emotional experience as the sum of positive and negative emotions) physical literacy (self-description and movement valuation) and self-esteem. In this QPE context, 73% of students reported only positive emotions, 26% mixed positive and negative emotions and 1% expressed only negative emotions. Pride and enjoyment were strongly co-occurring (89%). Among students expressing mixed emotions, 90% still yielded positive aggregate emotional experiences. Positive emotions have significant (p<0.001), moderate to strong positive correlations with physical literacy (rho=0.65 pride, 0.50 enjoyment) and self-esteem (rho=0.48 pride, 0.38 enjoyment), and negative emotions have significant (p<0.001), moderate negative correlations with physical literacy (rho = -0.47 shame, -0.30 anger, -0.32 boredom) and self-esteem (rho = -0.33 shame, -0.29 anger, -0.21 boredom). This study reveals strong positive emotional responses by students in a purported QPE context. The presence of mixed emotions with net positive aggregate experiences highlights the importance of consideration of both negative and positive emotions in movement contexts. Affective states have been proposed as key elements of physical literacy, and this study supports this through valence matched associations between both positive/negative affect with physical literacy and self-esteem.

Heart rate response is longer after negative emotions than after positive emotions

Objective:: In this research, we tried to explore how short-term mindfulness (STM) intervention affects adolescents’ anxiety, depression, and negative and positive emotion during the COVID-19 pandemic.Design:: 10 classes were divided into experiment groups (5 classes; n = 238) and control (5 classes; n = 244) randomly. Hospital Anxiety and Depression Scale (HADS) and Positive and Negative Affect Schedule (PANAS) were used to measure participants’ dependent variables. In the experiment group, we conducted STM practice interventions every morning in their first class from March to November 2020. No interventions were conducted in the control group.Methods:: Paired-sample t-tests were used to identify if a significant difference exists between every time point of the experimental and control groups. Repeated ANOVA and Growth Mixture Model (GMM) were used to analyze the tendency of positive and negative emotions, anxiety, and depression in the experimental group.Results and Conclusions:: (1) With the intervention of STM, there was a significant decrease in negative emotions and an increase in positive emotions in the experimental group, whereas there were non-significant differences in the control group. (2) To explore the heterogeneity trajectories of dependent variables, we built a GMM and found there were two latent growth classes in the trajectories. (3) The results of the models showed their trajectories were downward, which meant that the levels of anxiety, depression, and negative emotions of participants decreased during the STM training period. Nonetheless, the score of positive affect showed upward in three loops of intervention, which indicated that the level of the participants’ positive affect increased through the STM intervention. (4) This research indicated that STM should be given increasing consideration to enhance mental health during the worldwide outbreak of COVID-19.

Investigation of the influence of emotions on working memory capacity using ERP and ERSP

Clinical Comparison of an Echocardiograph-Derived Versus Pulse Counter–Derived Cardiac Output Measurement in Abdominal Aortic Aneurysm Surgery

How emotional and cognitive processes combined to produce resilience in military marriages post-combat deployments was examined using the “broaden-and-build model of positive emotions” with 40 military couples. The model suggests that positive emotions expand, and negative emotions impede cognitive processes. Using the Actor-Partner Interdependence Model, the association between positive and negative emotions on insight-causation was examined. Actor and partner effects were found for service members’ positive emotions and spouses’ negative emotions but not for service members’ negative emotions and spouses’ positive emotions. Service members’ actor and partner effects were significantly stronger than those of their spouses. Clinical and research implications are discussed.

COVID-19 related negative emotions and emotional suppression are associated with greater risk perceptions among emergency nurses: A cross-sectional study

How economic threat shapes contact intentions toward refugees: The buffering role of religion-based superordinate identity and moral emotions

Aging is associated with higher levels of emotional well-being, with older adults experiencing more positive emotions, fewer negative emotions, and more mixed emotions in daily life. Mixed emotional experiences (reporting more than one type of emotion during the same period) may indicate more emotional complexity and adaptive functioning. Alternatively, it may indicate degraded emotional experience. Here, we examined the relationship between everyday positive, negative, and mixed emotional experiences with life satisfaction, trait-level positive emotion, psychological well-being, and depression. Participants in an experience sampling study (n =180, aged 18 to 93, M = 56.9) reported their emotions at five randomly selected times each day for seven days. As expected, reports of positive emotions were associated with life satisfaction and trait-level positive emotion, while negative emotions were associated with depression and inversely correlated with psychological well-being. Interestingly, the association of negative emotions with depression was weaker in older participants, suggesting that older people may be more resistant to clinical depression even in the face of negative emotions. Most interestingly, we found that mixed emotional states were associated with increased psychological well-being among older adults but decreased psychological well-being in younger adults. Older adults’ increased psychological well-being in relation to mixed emotions and their resilience to the effects of negative emotion are consistent with adaptive, age-related changes in emotional experience and well-being. These findings highlight the differential effects of experiential positive, negative, and mixed emotions on various measures of well-being, with younger and older adults experiencing key differences in emotional drivers of well-being.

The purpose of this study was to explore the impacts of disconfirming managerial communication on employee felt emotions, and whether this impact was influenced by the employee's personality, emotion regulation strategies, and the quality of the manager-employee relationship. Two hundred and seventy-five working adults rated the extent to which their managers used disconfirming and confirming communication with them during disagreement discussions. They also rated the positive and negative emotions they experienced as a result of these discussions, their overall relationship quality with their managers, their trait positive and negative affect at work, and the degree to which they regulated their emotions by expressive suppression, and cognitive reappraisal. Results showed that, as hypothesized, 1) disconfirming managerial communication was positively related to employee negative felt emotion, and 2) the effect was mitigated (during disagreement discussions) by a high relationship quality between the manager and employee. 3) Also, even though disconfirming managerial communication was not found to be a negative predictor of employees' positive felt emotions, during disagreement discussions, confirming managerial communication was both a negative predictor of employee negative felt emotions, and a positive predictor of employee positive felt emotions. 4) In addition, during disagreement discussions, while the relationship between disconfirming managerial communication and negative felt emotion was stronger for employees with high trait negative affect (NA), the difference between the negative emotions associated with high disconfirming and low disconfirming communication was much greater for employees with low trait negative affect (NA). Finally, my results did not support my hypothesis that the relationship between disconfirming managerial communication and negative felt emotion would be amplified for employees who regulated their emotions using expressive suppression, and mitigated by employees who regulated their emotions using cognitive reappraisal. However, consistent with previous research, expressive suppression correlated negatively with relationship quality, and positively with trait negative affect, and scores were higher for males. Also, cognitive reappraisal correlated positively with trait positive affect and emotional stability. These findings contribute to theory and research within the fields of interpersonal communication, leader-member exchange (LMX), and emotions at work. Also, the study introduces a useful tool (the Confirming/Disconfirming Managerial Communication Indicator or C/DMCI) for, future research in this area, as well as applications in management development and appraisal. Using Affective Events Theory as the framework, previous research is both supported and extended through a more complex understanding of the specific communication behaviours involved in confirming, and disconfirming managerial communication. Findings suggest that in order to be effective, managers need to use more confirming communication behaviours, as well as fewer disconfirming ones. The results emphasize that if managers have good relationships with their employees, when they do communicate in a disconfirming manner, especially if the communication is in a disagreement context, the positive relationship will act as a buffer to the negative emotional impacts that are associated with disconfirmation. Also, the study finds that while employees with high trait negative affect personalities, who tend to be more tense and nervous, will experience more negative felt emotion during disagreements, it is the low trait negative affect employees, those who are calm and relaxed, that will notice disconfirming managerial communication the most.

Two experiments were performed to examine the effects of red and blue on the emotional pleasure of Chinese people. Experiment 1 explored the effects of the ‘physical’ colours red and blue on emotion, and the results showed that red induced positive and negative emotion, while blue only induced positive emotion. Experiment 2 further explored the effects of the ‘verbal’ colours red and blue on emotion, and the results showed that red induced only positive emotion, while blue induced neither positive nor negative emotion. The findings indicate that the influence of colour on emotion is rooted in both natural and social associations. For Chinese, the associations between blue and positive emotion, and red and negative emotion, were natural associations; however, the associations between red and positive emotion were social associations. Moreover, physical colour and verbal colour stimuli induced emotions by activating different mechanisms: physical colour induced emotions via both natural and social associations, whereas verbal colour induced emotions via social associations.