Motivation and Emotion最新文献

We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (M _age = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice.

The present study investigates the association between people's beliefs about emotion and their overall satisfaction with a social interaction. We focus on three specific aspects to examine this association: (a) utility beliefs-a dimension of emotion beliefs; (b) emotion expression-an emotion channel; and (c) four social emotions-anger, other-embarrassment, gratitude, and other-pride. We examine whether people's utility beliefs about expressing a social emotion can predict their evaluation of a social interaction when they express (vs. suppress) their social emotion. Results (N = 209) consistently show that when people express their social emotion, their utility beliefs positively predict their satisfaction with an event. However, when people suppress their gratitude, their utility beliefs negatively predict their satisfaction, an effect not observed in the other three emotion events. These findings corroborate the claim that emotion beliefs impact people's emotional lives. Implications for research on emotion beliefs and motivated emotion regulation are discussed.

The 2020 U.S. Presidential Election required voters to not only form opinions of leading candidates, Donald Trump and Joe Biden, but also to make judgments about the integrity of the election itself and what-if anything-to do about it. However, partisan motivated reasoning theory (Leeper and Slothuus, Political Psychology, 35(Suppl 1): 129-156; Lodge and Taber, The rationalizing voter, Cambridge University Press, 2013) suggests judgments are often strongly influenced toward affectively desirable conclusions. Before, during, and after election projections were announced, partisan supporters of Trump and Biden rated: judgments about voter fraud and foreign interference, their acceptance of the results, and their support for recourse against the outcome (e.g., legal challenges, legislative overhauls, violence). Before the election, partisans were mildly concerned about election integrity but willing to accept the outcome without recourse. However, during vote counting, and especially after Biden was projected to be the winner, partisans dramatically changed their judgments in opposite directions, consistent with the affectively desirable conclusions relevant to each group. Biden supporters affirmed the election's integrity and accepted the results whereas Trump supporters disputed the integrity, rejected the results, and began to support recourse against the outcome. Data are consistent with partisan motivated reasoning. Discussion highlights the practical implications.

Supplementary information: The online version contains supplementary material available at 10.1007/s11031-022-09983-w.

Compliance with health safety guidelines is essential during pandemics. However, political polarization in the U.S. is reducing compliance. We investigated how polarized perceptions of government leaders' autonomy-support and enforcement policies impacted security and internally-motivated compliance with national (Study 1a) and state (Study 1b) safety guidelines. We surveyed 773 Republicans and Democrats from four states (California, Florida, New York, Texas) during the first wave of the 2020 COVID-19 pandemic. Overall, participants perceived that the decision processes of opposing political administrations did not support their autonomy. Lack of autonomy-support was associated with reduced security and internal motivations to comply (R ² = 50.83%). When political administrations enforced health safety mandates (Democrat state leaders in this study) and were perceived as autonomy-supportive, participants reported the highest security and internally-motivated compliance (R ² = 49.57%). This effect was especially pronounced for Republicans, who reacted negatively to enforcement without autonomy-support. Political leaders who use fair and supportive decision-making processes may legitimize enforcement of health safety guidelines, improving compliance.

Supplementary information: The online version contains supplementary material available at 10.1007/s11031-022-09974-x.

Empirical research has demonstrated that individuals vary widely in how they view their emotions. We call the viewpoints that individuals have towards their emotions emotion perspectives. While many subdisciplines of psychology, such as social psychology and clinical psychology, have studied this topic, research thus far can be siloed, despite overlap in terms and constructs. The goal of the current special issue and this introduction is to describe the state of research on emotion perspectives, highlight common themes in streams of emotion perspective research, and present future directions for investigation. The first portion of this introduction to the special issue provides a basic review of emotion perspective research, spotlighting topics such as emotion beliefs, emotion mindsets, lay theories of emotion, and attitudes toward emotion. The second portion of the introduction presents themes that cut across papers in the special issue, with a discussion of future research directions throughout. The goal of this introduction and special issue is to serve as a guide for greater integration in emotion perspective research and to provide a roadmap for emotion perspective research moving forward.

In contrast to teachers' positive emotions, such as enjoyment and enthusiasm, teachers' negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., trait anger) exhaust teachers' cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers' anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.

Research has shown that we are endowed with a remarkable capacity to motivate ourselves in the absence of extrinsic incentives (i.e. intrinsic motivation). However, little research has been conducted to investigate whether we accurately appreciate the power of intrinsic motivation. The current research aimed to examine the metacognitive accuracy of the extent to which people can motivate themselves without performance-based extrinsic incentives. Participants were presented with a relatively long and repetitive task without extrinsic incentives, and before doing the task, they were asked to predict their motivation on completion of the task. Across seven experiments using a variety of tasks with different populations from different countries, participants were consistently engaged in the task more actively than they predicted. When participants were provided with performance-based monetary rewards, however, this bias was diminished. These results indicate that we tend to underappreciate our capability to sustain our motivation without extrinsic incentives.

Supplementary information: The online version contains supplementary material available at 10.1007/s11031-022-09996-5.