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Introduction: The COVID-19 pandemic has affected nearly every facet of life, constituting a "new normal" and prompting an ongoing collective psychological crisis. People's ways of coping with the pandemic and corresponding wellbeing are of particular research interest; however, these constructs have largely been examined using deductive quantitative approaches, deficit-based lenses, and mononational samples. Methods: The current mixed-methods study used inductive-sequential (QUAL, QUAN) approaches to explore positive coping strategies (approach coping style and COVID-related connection appraisal) and well-being (loneliness, distress, and happiness) across individuals from the United States, Japan, and Mexico. Qualitative data were gathered from N = 141 U.S., Japanese, and Mexican adults to examine how people perceived connection during the pandemic. Results: Qualitative analyses illuminated common themes in which people appraised the pandemic as an opportunity for connection and strengthened interpersonal relationships. Quantitative measures, including a newly-developed questionnaire on COVID-related connection appraisal, were then administered to a separate sample of N = 302 adults in the U.S, Japan, and Mexico to assess associations among approach coping style, COVID-related connection appraisal, and well-being outcomes (loneliness, distress, happiness). Quantitative analyses found significant associations among approach coping style, COVID-related connection appraisal, and all well-being outcomes. Of note, these associations did not differ by country. COVID-related connection appraisal mediated the relationship between approach coping style and two well-being outcomes (loneliness and happiness). Discussion: Findings point to approach coping style and connection appraisal as pathways for resilience and growth in the face of global suffering. [ABSTRACT FROM AUTHOR]

Suffering and misfortunes of other people are often portrayed in the media. Recipients react to these portrayals with different emotions. This article elucidates and clarifies schadenfreude (pleasure at the misfortune of others) and sympathy (feeling concern or sorrow over another person's distress) in media experiences. A thorough literature review provides in-depth insights into the formation of affective dispositions and schadenfreude from various psychological perspectives. This conceptual analysis leads to the "Model of Individual and Social Appraisals of Misfortunes of Others" (MISAM) which first reveals the determining intrapersonal factors within the emotional experience of schadenfreude and sympathy. Second, it discloses the social component vital for understanding the construction and regulation of these emotions. The model combines individual and social appraisal processes and identifies the factors involved in the elicitation and regulation of schadenfreude and sympathy in the media reception of misfortunes. With the aim of integrating different perspectives, we incorporated Affective Disposition Theory and recent work from social psychology and used an appraisal framework. The MISAM opens the path for further investigation of schadenfreude and sympathy in media reception, beyond entertainment experiences. [ABSTRACT FROM AUTHOR]

Introduction: Professional classical musicians operate within a highly demanding environment, which includes organizational, social, and emotional demands. When not effectively coped with, these demands may cause stress and negatively impact well-being. This qualitative study explored the perceived stress and well-being experiences of professional classical musicians through a transactional theory of stress. The study employed a double hermeneutic interpretation of the lived experiences of the perceived demands faced, stress appraisals made, resources used, and the influence on well-being. Methods: Six professional classical musicians were purposefully selected for participation. Semi-structured interviews were conducted and participants reflected on two events: one they perceived as a positive experience and one that was negative. Transcripts were analyzed using Interpretative Phenomenological Analysis and Group Experiential Themes emerged. Results: Three Group Experiential Themes were identified: (a) Performance Demands; (b) Organizational Demands; and, (c) Relationship Demands. Participants predominantly appraised demands as a threat. A small number of demands were appraised as a challenge or benefit, and the fewest demands were appraised as causing harm or loss. Participants' appraisals were informed by underlying properties of stress appraisal such as self and other comparison, and preparation. Participants often relied on personal resources as opposed to available workplace resources. They perceived well-being to relate to stress appraisals with participants experiencing acute and long-term outcomes. Discussion: This study offers insight into the lived experience of the occupational stress process within professional classical musicians. The findings demonstrate that organizational interventions targeted at continuing professional development and social support are appropriate to help musicians cope more effectively with demands. [ABSTRACT FROM AUTHOR]

The convergence of researchers in the fields of flourishing, moral psychology, and social-emotional studies has reached a stage where developing a theory that connects emotional regulation and flourishing is meaningful. This theoretical investigation aims to uncover insights from the research of Magda B. Arnold, renowned for her theory of emotions, and lesser-known for her notion of the self-ideal, regarding the relationship between emotional regulation and flourishing. Our initial hypothesis posits that Arnold's concept of self-ideal provides a framework for understanding how to foster emotional regulation in individuals by directing it toward constructive life objectives. To achieve this, we explore the current state of emotional regulation and flourishing and the relationship between these concepts; we consider the interconnectedness of emotion and self-ideal within Arnold's theory and analyze its potential to serve as a foundation for building a theory relating flourishing and emotional regulation. We find in Arnold's theory substantial ideas about the relationship between emotional regulation, flourishing, and self-ideal, as well as emerging empirical research relating to these themes. We conclude that Arnold's research can serve as a catalyst for developing psychological intervention models that enhance emotional regulation and promote a flourishing life. [ABSTRACT FROM AUTHOR]

IntroductionThe COVID-19 pandemic has affected nearly every facet of life, constituting a “new normal” and prompting an ongoing collective psychological crisis. People’s ways of coping with the pandemic and corresponding well-being are of particular research interest; however, these constructs have largely been examined using deductive quantitative approaches, deficit-based lenses, and mononational samples.MethodsThe current mixed-methods study used inductive-sequential (QUAL → QUAN) approaches to explore positive coping strategies (approach coping style and COVID-related connection appraisal) and well-being (loneliness, distress, and happiness) across individuals from the United States, Japan, and Mexico. Qualitative data were gathered from N = 141 U.S., Japanese, and Mexican adults to examine how people perceived connection during the pandemic.ResultsQualitative analyses illuminated common themes in which people appraised the pandemic as an opportunity for connection and strengthened interpersonal relationships. Quantitative measures, including a newly-developed questionnaire on COVID-related connection appraisal, were then administered to a separate sample of N = 302 adults in the U.S, Japan, and Mexico to assess associations among approach coping style, COVID-related connection appraisal, and well-being outcomes (loneliness, distress, happiness). Quantitative analyses found significant associations among approach coping style, COVID-related connection appraisal, and all well-being outcomes. Of note, these associations did not differ by country. COVID-related connection appraisal mediated the relationship between approach coping style and two well-being outcomes (loneliness and happiness).DiscussionFindings point to approach coping style and connection appraisal as pathways for resilience and growth in the face of global suffering.

Suffering and misfortunes of other people are often portrayed in the media. Recipients react to these portrayals with different emotions. This article elucidates and clarifies schadenfreude (pleasure at the misfortune of others) and sympathy (feeling concern or sorrow over another person’s distress) in media experiences. A thorough literature review provides in-depth insights into the formation of affective dispositions and schadenfreude from various psychological perspectives. This conceptual analysis leads to the “Model of Individual and Social Appraisals of Misfortunes of Others” (MISAM) which first reveals the determining intrapersonal factors within the emotional experience of schadenfreude and sympathy. Second, it discloses the social component vital for understanding the construction and regulation of these emotions. The model combines individual and social appraisal processes and identifies the factors involved in the elicitation and regulation of schadenfreude and sympathy in the media reception of misfortunes. With the aim of integrating different perspectives, we incorporated Affective Disposition Theory and recent work from social psychology and used an appraisal framework. The MISAM opens the path for further investigation of schadenfreude and sympathy in media reception, beyond entertainment experiences.

The convergence of researchers in the fields of flourishing, moral psychology, and social–emotional studies has reached a stage where developing a theory that connects emotional regulation and flourishing is meaningful. This theoretical investigation aims to uncover insights from the research of Magda B. Arnold, renowned for her theory of emotions, and lesser-known for her notion of the self-ideal, regarding the relationship between emotional regulation and flourishing. Our initial hypothesis posits that Arnold’s concept of self-ideal provides a framework for understanding how to foster emotional regulation in individuals by directing it toward constructive life objectives. To achieve this, we explore the current state of emotional regulation and flourishing and the relationship between these concepts; we consider the interconnectedness of emotion and self-ideal within Arnold’s theory and analyze its potential to serve as a foundation for building a theory relating flourishing and emotional regulation. We find in Arnold’s theory substantial ideas about the relationship between emotional regulation, flourishing, and self-ideal, as well as emerging empirical research relating to these themes. We conclude that Arnold’s research can serve as a catalyst for developing psychological intervention models that enhance emotional regulation and promote a flourishing life.

IntroductionProfessional classical musicians operate within a highly demanding environment, which includes organizational, social, and emotional demands. When not effectively coped with, these demands may cause stress and negatively impact well-being. This qualitative study explored the perceived stress and well-being experiences of professional classical musicians through a transactional theory of stress. The study employed a double hermeneutic interpretation of the lived experiences of the perceived demands faced, stress appraisals made, resources used, and the influence on well-being.MethodsSix professional classical musicians were purposefully selected for participation. Semi-structured interviews were conducted and participants reflected on two events: one they perceived as a positive experience and one that was negative. Transcripts were analyzed using Interpretative Phenomenological Analysis and Group Experiential Themes emerged.ResultsThree Group Experiential Themes were identified: (a) Performance Demands; (b) Organizational Demands; and, (c) Relationship Demands. Participants predominantly appraised demands as a threat. A small number of demands were appraised as a challenge or benefit, and the fewest demands were appraised as causing harm or loss. Participants’ appraisals were informed by underlying properties of stress appraisal such as self and other comparison, and preparation. Participants often relied on personal resources as opposed to available workplace resources. They perceived well-being to relate to stress appraisals with participants experiencing acute and long-term outcomes.DiscussionThis study offers insight into the lived experience of the occupational stress process within professional classical musicians. The findings demonstrate that organizational interventions targeted at continuing professional development and social support are appropriate to help musicians cope more effectively with demands.

Background: The global or multinational scientific evidence on the distribution of opioid fatality is unknown. Hence, the current study collects epidemiological characteristics to shed light on the ongoing global or multinational opioid crisis and to promote the development of public health prevention/management strategies. Method: All documents on PRISMA standards were retrieved via electronic databases. Results: Among the 47 articles relevant to our studies, which depict a total population size of 10,191 individuals, the prevalence of opioid fatal overdose was 15,022 (14.74%). Among the 47 articles, 14 of them reported the gender of the participants, with 22,125 (15.79%) male individuals and 7,235 (5.17%) female individuals, and the age distribution of the participants that was most affected by the overdose was as follows: 29,272 (31.13%) belonged to the 18-34-yearold age group and 25,316 (26.92%) belonged to the less than 18-year-old age group. Eighteen studies qualified for the meta-analysis of the multinational prevalence of fatal opioid overdose, depicting an overall pooled prevalence estimate of 19.66%, with 95% CIs (0.13-0.29), I2 = 99.76% determined using the random-effects model, and Q statistic of 7198.77 (p < 0.0001). The Egger test models of publication bias revealed an insubstantial level of bias (p = 0.015). The subgroup analysis of the study design (cohort or other) revealed that others have the highest prevalence estimate of 34.37, 95% CIs (0.1600-0.5901), I2 = 97.04%, and a sample size of less than 1,000 shows the highest prevalence of 34.66, 95% CIs (0.2039-0.5234), I2 = 97.82%, compared to that of more than 1,000 with a prevalence of 12.28, 95% CIs (0.0675-0.2131), I2 = 99.85%. The meta-regression analysis revealed that sample size (less-than or greater-than 1,000), (p = 0.0098; R2 = 3.83%) is significantly associated with the observed heterogeneity. Conclusion: Research-based findings of fatal opioid overdose are grossly lacking in middle- and low-income nations. We established that there is a need for opioid fatality surveillance systems in developing nations. [ABSTRACT FROM AUTHOR]

BackgroundThe global or multinational scientific evidence on the distribution of opioid fatality is unknown. Hence, the current study collects epidemiological characteristics to shed light on the ongoing global or multinational opioid crisis and to promote the development of public health prevention/management strategies.MethodAll documents on PRISMA standards were retrieved via electronic databases.ResultsAmong the 47 articles relevant to our studies, which depict a total population size of 10,191 individuals, the prevalence of opioid fatal overdose was 15,022 (14.74%). Among the 47 articles, 14 of them reported the gender of the participants, with 22,125 (15.79%) male individuals and 7,235 (5.17%) female individuals, and the age distribution of the participants that was most affected by the overdose was as follows: 29,272 (31.13%) belonged to the 18-34-year-old age group and 25,316 (26.92%) belonged to the less than 18-year-old age group. Eighteen studies qualified for the meta-analysis of the multinational prevalence of fatal opioid overdose, depicting an overall pooled prevalence estimate of 19.66%, with 95% CIs (0.13–0.29), I2 = 99.76% determined using the random-effects model, and Q statistic of 7198.77 (p

This document is an editorial titled "Perspectives on music and pain: from evidence to theory and application." It discusses the research on the use of music as a non-pharmacological approach to pain management. The editorial highlights the diverse perspectives and disciplines involved in studying music and pain, including music therapy, psychology, neuroscience, and medical specialties. The collection of peer-reviewed articles in this research topic explores the various ways in which music can interfere with pain processing and influence the experience of pain. The articles cover topics such as music therapy, music as a distractor, music selection, and the effects of music on mood and cognitive state. The editorial concludes by suggesting that this research can have an impact on healthcare practitioners, encourage the inclusion of music in pain treatment interventions, and inspire future research in this area. [Extracted from the article]

Introduction: Whilst the disruptive effects of anxiety on attention and performance have been well documented, the antecedents to anxiety in motivated performance scenarios are less well understood. We therefore sought to understand the cognitive appraisals that mediate the relationship between pressurised performance situations and the onset of anxiety. Methods: We tested the effects of performance pressure and error feedback on appraisals of the probability and cost of failure, the experience of anxiety, and subsequent impacts on visual attention, movement kinematics, and task performance during a virtual reality interception task. Results: A series of linear mixed effects models indicated that failure feedback and situational pressure influenced appraisals of the probability and cost of failure, which subsequently predicted the onset of anxious states. We did not, however, observe downstream effects on performance and attention. Discussion: The findings support the predictions of Attentional Control Theory Sport, that (i) momentary errors lead to negative appraisals of the probability of future failure; and (ii) that appraisals of both the cost and probability of future failure are important predictors of anxiety. The results contribute to a better understanding of the precursors to anxiety and the feedback loops that may maintain anxious states. [ABSTRACT FROM AUTHOR]

Stress is in the nature of work, employees, teams, and organizations. Some speak up under stress, whereas others keep silent. Given that employee voice has long been recognized to enhance high-quality decisions and organizational effectiveness, understanding conditions under which employees practice voice is important. In this article, we combine appraisal theory, prospect theory, and threat-rigidity thesis so as to enrich our understanding of the relationship between stressors and voice. In so doing, our theory paper integrates threatrigidity thesis, prospect theory, and appraisal theory on the basis of the interaction between cognition and emotion, and it explores the detailed cognition-emotionbehavior (voice) relationship. [ABSTRACT FROM AUTHOR]

IntroductionWhilst the disruptive effects of anxiety on attention and performance have been well documented, the antecedents to anxiety in motivated performance scenarios are less well understood. We therefore sought to understand the cognitive appraisals that mediate the relationship between pressurised performance situations and the onset of anxiety. MethodsWe tested the effects of performance pressure and error feedback on appraisals of the probability and cost of failure, the experience of anxiety, and subsequent impacts on visual attention, movement kinematics, and task performance during a virtual reality interception task.ResultsA series of linear mixed effects models indicated that failure feedback and situational pressure influenced appraisals of the probability and cost of failure, which subsequently predicted the onset of anxious states. We did not, however, observe downstream effects on performance and attention.Discussion The findings support the predictions of Attentional Control Theory Sport, that (i) momentary errors lead to negative appraisals of the probability of future failure; and (ii) that appraisals of both the cost and probability of future failure are important predictors of anxiety. The results contribute to a better understanding of the precursors to anxiety and the feedback loops that may maintain anxious states.

IntroductionGender discrimination (GD) though rarely blatant, may present indirectly within a surgical department in the form of subtle inequities, differing standards, and bias. GD encompasses a wide spectrum including academic development, surgical opportunities and sexual harassment.MethodsWe conducted an online survey to analyse the perceived incidence of GD in the surgical oncology department at a tertiary care cancer centre in India. The questionnaire consisted of 15 questions and was mailed to the entire department including trainees and faculty. Anonymity was maintained while collecting the data only of the participants' gender and whether they were faculty or trainee. Collated responses were analysed using proportions.ResultsThe questionnaire was sent out to 200 recipients of whom 56% (112/200) responded via an online survey. Respondents included 84% of faculty (42/50) and 46.6% of trainees (70/150). GD was perceived by 28% of female trainees (7/25) as compared to 6.6% of male trainees (3/45), whereas amongst faculty, GD was perceived by 26.6% of female faculty (4/15) compared to 14.8% of male faculty (3/27). Approximately 13% of our trainees and 12% of our faculty mentioned that GD affected their professional performance or mental well-being. GD was experienced in terms of work experience and opportunities by a majority of trainees (13%) and faculty (9.5%). There was a significant lack of awareness about recourse to an institutional grievance committee by trainees (47%) compared to faculty (14%). About 7% of trainees and 12% of faculty acknowledged that they may have been responsible for intentional/unintentional GD.ConclusionGender discrimination can present in subtle or overt fashion in surgical departments and requires active sustained efforts to allow both genders to feel equally empowered. Establishing a system to objectively evaluate gender equity while avoiding stereotyping for certain roles can help minimize GD.

This paper discusses contemporary advancements in the affective sciences (described together as skeptical theories) that can inform the music-emotion literature. Key concepts in these theories are outlined, highlighting their points of agreement and disagreement. This summary shows the importance of appraisal within the emotion process, provides a greater emphasis upon goal-directed accounts of (emotion) behavior, and a need to move away from discrete emotion "folk" concepts and toward the study of an emotional episode and its components. Consequently, three contemporary music emotion theories (BRECVEMA, Multifactorial Process Approach, and a Constructionist Account) are examined through a skeptical lens. This critique highlights the over-reliance upon categorization and a lack of acknowledgment of appraisal processes, specifically goal-directed appraisal, in examining how individual experiences of music emerge in different contexts. Based on this critique of current music-emotion models, we present our skeptically informed CODA model - Constructivistly-Organised Dimensional-Appraisal model. This model addresses skeptical limitations of existing theories, reinstates the role of goal-directed appraisal as central to what makes music relevant and meaningful to an individual in different contexts and brings together different theoretical frameworks into a single model. From the development of the CODA model, several hypotheses are proposed and applied to musical contexts. These hypotheses address theoretical issues such as acknowledging individual and contextual differences in emotional intensity and valence, as well as differentiating between induced and perceived emotions, and utilitarian and aesthetic emotions. We conclude with a sections of recommendations for future research. Altogether, this theoretical critique and proposed model points toward a positive future direction for music-emotion science. One where researchers can take forward testable predictions about what makes music relevant and meaningful to an individual. [ABSTRACT FROM AUTHOR]

This paper discusses contemporary advancements in the affective sciences (described together as skeptical theories) that can inform the music-emotion literature. Key concepts in these theories are outlined, highlighting their points of agreement and disagreement. This summary shows the importance of appraisal within the emotion process, provides a greater emphasis upon goal-directed accounts of (emotion) behavior, and a need to move away from discrete emotion “folk” concepts and toward the study of an emotional episode and its components. Consequently, three contemporary music emotion theories (BRECVEMA, Multifactorial Process Approach, and a Constructionist Account) are examined through a skeptical lens. This critique highlights the over-reliance upon categorization and a lack of acknowledgment of appraisal processes, specifically goal-directed appraisal, in examining how individual experiences of music emerge in different contexts. Based on this critique of current music-emotion models, we present our skeptically informed CODA model - Constructivistly-Organised Dimensional-Appraisal model. This model addresses skeptical limitations of existing theories, reinstates the role of goal-directed appraisal as central to what makes music relevant and meaningful to an individual in different contexts and brings together different theoretical frameworks into a single model. From the development of the CODA model, several hypotheses are proposed and applied to musical contexts. These hypotheses address theoretical issues such as acknowledging individual and contextual differences in emotional intensity and valence, as well as differentiating between induced and perceived emotions, and utilitarian and aesthetic emotions. We conclude with a sections of recommendations for future research. Altogether, this theoretical critique and proposed model points toward a positive future direction for music-emotion science. One where researchers can take forward testable predictions about what makes music relevant and meaningful to an individual.

Assessment decision-making is an integral part of teacher practice. Issues related to its trustworthiness have always been a major area of concern, particularly variability and consistency of teacher judgment. While there has been extensive research on factors affecting variability, little is understood about the cognitive processes that work to improve the trustworthiness of assessment. Even in an educational system like Australia, where teacher-based assessment in mainstream classrooms is widespread, it has only been relatively recently that there have been initiatives to enhance the trustworthiness of teacher assessment of English as a second or additional language (EAL). To date, how teachers make their decisions in assessing student oral language development has not been well studied. This paper reports on the nature and dynamics of teacher decision-making as part of a larger study aimed at exploring variability of teacher-based assessment when using the oral assessment tasks and protocols developed as part of the Victorian project, Tools to Enhance Assessment Literacy for Teachers of English as an Additional Language (TEAL). Employing a mixed-method research approach, this study investigated the assessment judgements of 12 experienced NSW primary and secondary EAL teachers through survey, assessment activity, think-aloud protocols and individual follow-up interviews. The paper highlights the key role of teachers’ first impressions, or judgement Gestalts, in forming holistic appraisals shaping subsequent assessment decision-making pathways. Based on the data, a model identifying three assessment decision-making pathways is proposed which provides a new lens for understanding differences in teachers’ final assessment judgements of student oral language performances and their relative trustworthiness. Implications of the model for assessment theory and practice, teacher education, and future research are discussed.

This study explored the marketisation process of top-tier Chinese universities by scrutinising their self-promotional strategies over the past two decades. Drawing on Martin and White's (2005) Appraisal framework, we identified all attitudinal markers in the About Us texts posted by 35 top-tier Chinese universities on their official websites at two time-points: the turn of the century and the year of 2021. The 35 universities were drawn from China's "Double First Class" Initiative that prioritises the development of a select group of elite universities in China. Close textual analyses focussing on the attitudinal markers with reference to their contexts were conducted to identify the themes evaluated in the About Us texts; Wilcoxon signed-rank tests were run to quantitatively compare the relative frequencies of the attitudinal markers between the two phases, which was then supplemented by diachronic qualitative comparisons on the fine-grained linguistic features surrounding the markers. The study identified seven major themes positively appraised by the universities at both time-points. It also revealed diachronic differences in the use of attitudinal markers, reflecting a mediated change of promotional strategies over the past 20 years or so in the Chinese higher education context. These findings point to the influence of market, government, and tradition on Chinese top-tier universities' promoting strategies and the role of social cognition in shaping student choice. They also suggest the emergence of a higher education system with Chinese characteristics that features a reconciliation of market and government forces. [ABSTRACT FROM AUTHOR]

This study explored the marketisation process of top-tier Chinese universities by scrutinising their self-promotional strategies over the past two decades. Drawing on Martin and White’s (2005) Appraisal framework, we identified all attitudinal markers in the About Us texts posted by 35 top-tier Chinese universities on their official websites at two time-points: the turn of the century and the year of 2021. The 35 universities were drawn from China’s “Double First Class” Initiative that prioritises the development of a select group of elite universities in China. Close textual analyses focussing on the attitudinal markers with reference to their contexts were conducted to identify the themes evaluated in the About Us texts; Wilcoxon signed-rank tests were run to quantitatively compare the relative frequencies of the attitudinal markers between the two phases, which was then supplemented by diachronic qualitative comparisons on the fine-grained linguistic features surrounding the markers. The study identified seven major themes positively appraised by the universities at both time-points. It also revealed diachronic differences in the use of attitudinal markers, reflecting a mediated change of promotional strategies over the past 20 years or so in the Chinese higher education context. These findings point to the influence of market, government, and tradition on Chinese top-tier universities’ promoting strategies and the role of social cognition in shaping student choice. They also suggest the emergence of a higher education system with Chinese characteristics that features a reconciliation of market and government forces.

Working memory (WM) is crucial for reasoning, learning, decision-making and academic achievement. In diverse contexts, how a task is framed pertaining to its demands and consequences can influence participants' task performance by modifying their cognitive appraisals. However, less is known about the effect of task framing on WM performance and the mechanisms. This study examined whether opportunity- and risk-focused task framing would influence university students' WM performance by altering their cognitive appraisals and affective experiences. Ninety-seven university students were randomly assigned to one of the three framing conditions (Opportunity, Risk, vs. Null), and received instructions that differed in consequences (gain for top performers, loss for poor performers, vs. null), goals (approach, avoidance, vs. neutral), and feedback on personal competence (adequate, inadequate, vs. null). Challenge and threat appraisals, affect, and WM performance were measured before and after task framing. Results showed that opportunity-focused task framing improved students' WM performance, whilst risk-focused task framing increased threat appraisal and decreased positive affect, and that challenge appraisal was not altered in any condition. Female students were influenced by task framing to a greater extent than were male students. Mediation analysis revealed that the alteration of threat appraisal and the change in positive affect mediated the effect of task framing on WM performance. Findings highlight the important role of modifying cognitive appraisals and affective responses in optimizing cognitive performance. [ABSTRACT FROM AUTHOR]

Working memory (WM) is crucial for reasoning, learning, decision-making and academic achievement. In diverse contexts, how a task is framed pertaining to its demands and consequences can influence participants' task performance by modifying their cognitive appraisals. However, less is known about the effect of task framing on WM performance and the mechanisms. This study examined whether opportunity- and risk-focused task framing would influence university students' WM performance by altering their cognitive appraisals and affective experiences. Ninety-seven university students were randomly assigned to one of the three framing conditions (Opportunity, Risk, vs. Null), and received instructions that differed in consequences (gain for top performers, loss for poor performers, vs. null), goals (approach, avoidance, vs. neutral), and feedback on personal competence (adequate, inadequate, vs. null). Challenge and threat appraisals, affect, and WM performance were measured before and after task framing. Results showed that opportunity-focused task framing improved students' WM performance, whilst risk-focused task framing increased threat appraisal and decreased positive affect, and that challenge appraisal was not altered in any condition. Female students were influenced by task framing to a greater extent than were male students. Mediation analysis revealed that the alteration of threat appraisal and the change in positive affect mediated the effect of task framing on WM performance. Findings highlight the important role of modifying cognitive appraisals and affective responses in optimizing cognitive performance.

Insomnia is a widespread neuropsychological sleep-related disorder known to result in various predicaments including cognitive impairments, emotional distress, negative thoughts, and perceived sleep insufficiency besides affecting the incidence and aggravation of other medical disorders. Despite the available insomnia-related theoretical cognitive models, clinical studies, and related guidelines, an evidence-based conceptual framework for a personalized approach to insomnia seems to be lacking. This study proposes a conceptual cognitive framework (CCF) providing insight into cognitive mechanisms involved in the predisposition, precipitation, and perpetuation of insomnia and consequent cognitive deficits. The current CCF for insomnia relies on evaluative conditional learning and appraisal which generates negative valence (emotional value) and arousal (cognitive value). Even with the limitations of this study, the suggested methodology is well-defined, reproducible, and accessible can help foster future high-quality clinical databases. During clinical insomnia but not the neutral one, negative mood (trait-anxiety) causes cognitive impairments only if mediating with a distorted perception of insomnia (Ind-1 = 0.161, 95% CI 0.040–0.311). Further real-life testing of the CCF is intended to formulate a meticulous, decision-supporting platform for clinical interventions. Furthermore, the suggested methodology is expected to offer a reliable platform for CCF-development in other cognitive impairments and support the causal clinical data models. It may also improve our knowledge of psychological disturbances and complex comorbidities to help design rehabilitation interventions and comprehensive frameworks in line with the “preventive medicine” policies.

Objective: The central issue of this research is to evaluate the extent of cognitive appraisal and coping processes within the pandemic encounter and determines their influence on frontline healthcare providers who had been dispatched to the coronavirus disease 2019 (COVID-19) epicenter (HPDE) distress symptoms.Materials and methods: An electronic survey of the HPDE and frontline healthcare providers who worked in their original medical facility (HPOF) was conducted from March 1 to 15, 2020. Two variables, appraisal (measured with an 18-item questionnaire) and coping (measured The Brief Cope questionnaire), were used in the analysis to explain distress symptoms (Impact of Event Scale-Revised).Results: A total of 723 eligible respondents completed the survey with a response rate of 57.3% (351 HPDE and 372 HPOF). The mean IES-R scores of HPDE respondents were 26.47 ± 11.7. Of HPDE respondents, 246 (70.09%) reported distress symptoms (score 9–88). The scores of intrusion, avoidance, and hyperarousal for HPDE were 10.28 ± 4.7, 8.97 ± 4.3, and 7.20 ± 3.2, respectively. The respondents had higher scores in overall distress and three subscales than HPOF. Appraisal and coping variables explained 77% of the distress variance. Five appraisal variables (health of self, health of family/others, virus spread, vulnerability or loss of control, and general health) were positively associated with distress symptoms. Four coping variables (active coping, positive reframing, self-distraction, and behavioral disengagement) were negatively associated with distress level, whereas self-blame was positively associated with distress symptoms. Regarding the appraisal, the scores of HPDE were significantly higher than HPOF (all p-values < 0.05), whereas being isolated was not significantly different between HDPE nurses and HPOF nurses. HPDE was significantly more likely to use humor, emotional support, instrumental support, self-distractions, venting, substance use, denial, behavioral disengagement, and self-blame (P < 0.05), whereas HPOF was significantly more likely to use active coping and acceptance (P < 0.05). HPDE doctors were significantly more likely than nurses to use active coping and acceptance (P < 0.05), whereas HPDE nurses were significantly more likely to use emotional support and use self-blame (P < 0.05).Conclusion: Frontline healthcare providers who had been dispatched to the COVID-19 epicenter respondents had a higher distress level. Therefore, we should provide proactive psychological support based on specific appraisal and coping variables.

Objective: The central issue of this research is to evaluate the extent of cognitive appraisal and coping processes within the pandemic encounter and determines their influence on frontline healthcare providers who had been dispatched to the coronavirus disease 2019 (COVID-19) epicenter (HPDE) distress symptoms. Materials and methods: An electronic survey of the HPDE and frontline healthcare providers who worked in their original medical facility (HPOF) was conducted from March 1 to 15, 2020. Two variables, appraisal (measured with an 18-item questionnaire) and coping (measured The Brief Cope questionnaire), were used in the analysis to explain distress symptoms (Impact of Event Scale-Revised). Results: A total of 723 eligible respondents completed the survey with a response rate of 57.3% (351 HPDE and 372 HPOF). The mean IES-R scores of HPDE respondents were 26.47 ± 11.7. Of HPDE respondents, 246 (70.09%) reported distress symptoms (score 9–88). The scores of intrusion, avoidance, and hyperarousal for HPDE were 10.28 ± 4.7, 8.97 ± 4.3, and 7.20 ± 3.2, respectively. The respondents had higher scores in overall distress and three subscales than HPOF. Appraisal and coping variables explained 77% of the distress variance. Five appraisal variables (health of self, health of family/others, virus spread, vulnerability or loss of control, and general health) were positively associated with distress symptoms. Four coping variables (active coping, positive reframing, self-distraction, and behavioral disengagement) were negatively associated with distress level, whereas self-blame was positively associated with distress symptoms. Regarding the appraisal, the scores of HPDE were significantly higher than HPOF (all p -values < 0.05), whereas being isolated was not significantly different between HDPE nurses and HPOF nurses. HPDE was significantly more likely to use humor, emotional support, instrumental support, self-distractions, venting, substance use, denial, behavioral disengagement, and self-blame (P < 0.05), whereas HPOF was significantly more likely to use active coping and acceptance (P < 0.05). HPDE doctors were significantly more likely than nurses to use active coping and acceptance (P < 0.05), whereas HPDE nurses were significantly more likely to use emotional support and use self-blame (P < 0.05). Conclusion: Frontline healthcare providers who had been dispatched to the COVID-19 epicenter respondents had a higher distress level. Therefore, we should provide proactive psychological support based on specific appraisal and coping variables. [ABSTRACT FROM AUTHOR]

Insomnia is a widespread neuropsychological sleep-related disorder known to result in various predicaments including cognitive impairments, emotional distress, negative thoughts, and perceived sleep insufficiency besides affecting the incidence and aggravation of other medical disorders. Despite the available insomnia-related theoretical cognitive models, clinical studies, and related guidelines, an evidence-based conceptual framework for a personalized approach to insomnia seems to be lacking. This study proposes a conceptual cognitive framework (CCF) providing insight into cognitive mechanisms involved in the predisposition, precipitation, and perpetuation of insomnia and consequent cognitive deficits. The current CCF for insomnia relies on evaluative conditional learning and appraisal which generates negative valence (emotional value) and arousal (cognitive value). Even with the limitations of this study, the suggested methodology is well-defined, reproducible, and accessible can help foster future high-quality clinical databases. During clinical insomnia but not the neutral one, negative mood (trait-anxiety) causes cognitive impairments only if mediating with a distorted perception of insomnia (Ind-1 = 0.161, 95% CI 0.040–0.311). Further real-life testing of the CCF is intended to formulate a meticulous, decision-supporting platform for clinical interventions. Furthermore, the suggested methodology is expected to offer a reliable platform for CCF-development in other cognitive impairments and support the causal clinical data models. It may also improve our knowledge of psychological disturbances and complex comorbidities to help design rehabilitation interventions and comprehensive frameworks in line with the “preventive medicine” policies. [ABSTRACT FROM AUTHOR]

Introduction: Inflexibility in reasoning has been suggested to contribute to psychiatric disorders, such as explanatory flexibility in depression and belief flexibility in schizophrenia. However, studies tended to examine only one of the flexibility constructs, which could be related to each other, within a single group of patients. As enhancing flexibility in thinking has become one of the psychological treatment goals across disorders, this study aimed to examine three constructs of flexibility (cognitive flexibility, explanatory flexibility, and belief flexibility) in two psychiatric groups.Methods: We compared three groups of participants: (i) 56 outpatients with a schizophrenia-spectrum disorder and active delusions, (ii) 57 outpatients with major depressive disorder and at least a moderate level of depression, and (iii) 30 healthy controls. Participants were assessed on symptom severity and flexibility, using the Trail-Making Task, the Attributional Style Questionnaire, the Maudsley Assessment of Delusions Scale (MADS) and the Bias Against Disconfirmatory Evidence (BADE) Task.Results: Cognitive flexibility was reduced in the two clinical groups compared to controls. Explanatory flexibility was comparable across groups. The three groups differed in belief flexibility measured by MADS but not by the BADE task. Response to hypothetical contradiction was reduced in the delusion group than the other two groups, and the ability to generate alternative explanations was reduced in the delusion group than healthy controls.Discussion: We found an effect of diagnosis on cognitive flexibility, which might be confounded by differences in intellectual functioning. Reduced belief flexibility tended to be specific to delusions.

Introduction: Inflexibility in reasoning has been suggested to contribute to psychiatric disorders, such as explanatory flexibility in depression and belief flexibility in schizophrenia. However, studies tended to examine only one of the flexibility constructs, which could be related to each other, within a single group of patients. As enhancing flexibility in thinking has become one of the psychological treatment goals across disorders, this study aimed to examine three constructs of flexibility (cognitive flexibility, explanatory flexibility, and belief flexibility) in two psychiatric groups. Methods: We compared three groups of participants: (i) 56 outpatients with a schizophrenia-spectrum disorder and active delusions, (ii) 57 outpatients with major depressive disorder and at least a moderate level of depression, and (iii) 30 healthy controls. Participants were assessed on symptom severity and flexibility, using the Trail-Making Task, the Attributional Style Questionnaire, the Maudsley Assessment of Delusions Scale (MADS) and the Bias Against Disconfirmatory Evidence (BADE) Task. Results: Cognitive flexibility was reduced in the two clinical groups compared to controls. Explanatory flexibility was comparable across groups. The three groups differed in belief flexibility measured by MADS but not by the BADE task. Response to hypothetical contradiction was reduced in the delusion group than the other two groups, and the ability to generate alternative explanations was reduced in the delusion group than healthy controls. Discussion: We found an effect of diagnosis on cognitive flexibility, which might be confounded by differences in intellectual functioning. Reduced belief flexibility tended to be specific to delusions. [ABSTRACT FROM AUTHOR]

Human beings respond to their immediate environments in a variety of ways, with emotion playing a cardinal role. In evolutionary theories, emotions are thought to prepare an organism for action. The interplay of acoustic environments, emotions, and evolutionary needs are currently subject to discussion in soundscape research. Universal definitions of emotion and its nature are currently missing, but there seems to be a fundamental consensus that emotions are internal, evanescent, mostly conscious, relational, manifest in different forms, and serve a purpose. Research in this area is expanding, particularly in regards to the context-related, affective, and emotional processing of environmental stimuli. A number of studies present ways to determine the nature of emotions elicited by a soundscape and to measure these reliably. Yet the crucial question—which basic and complex emotions are triggered and how they relate to affective appraisal—has still not been conclusively answered. To help frame research on this topic, an overview of the theoretical background is presented that applies emotion theory to soundscape. Two latent fundamental dimensions are often found at the center of theoretical concepts of emotion: valence and arousal. These established universal dimensions can also be applied in the context of emotions that are elicited by soundscapes. Another, and perhaps more familiar, parallel is found between emotion and music. However, acoustic environments are more subtle than musical arrangements, rarely applying the compositional and artistic considerations frequently used in music. That said, the measurement of emotion in the context of soundscape studies is only of additional value if some fundamental inquiries are sufficiently answered: To what extent does the reporting act itself alter emotional responses? Are all important affective qualities consciously accessible and directly measurable by self-reports? How can emotion related to the environment be separated from affective predisposition? By means of a conceptual analysis of relevant soundscape publications, the consensus and conflicts on these fundamental questions in the light of soundscape theory are highlighted and needed research actions are framed. The overview closes with a proposed modification to an existing, standardized framework to include the meaning of emotion in the design of soundscapes.

Since its introduction approximately 20 years ago, the Challenge-Hindrance Stress Model (CHM) has been widely accepted both among academic and practitioner audiences. The model posits that workplace stressors can be grouped into two categories. Hindrance stressors will interfere with performance or goals, while challenge stressors contribute to performance opportunities. These two categories of stressors are theorized to exhibit differential relationships with strain, with hindrance stressors being more consistently linked to psychological, physical, or behavioral strain compared to challenge stressors. Despite the popularity of this model, recent evidence suggests that the proposed differential relationship hypothesis has not consistently held true for all types of strain. Thus, a reexamination or modification of this paradigm is clearly warranted. In the present review, we describe existing evidence surrounding the CHM and describe the rationale for a shifting paradigm. We outline recent advances in research using the CHM, such as novel moderators and mediators, the need to explicitly measure challenge and hindrance appraisal and differentiate between hindrance and threat appraisal, the dynamic nature of these appraisals over time, and the recognition that a single stressor could be appraised simultaneously as both a challenge and a hindrance. Finally, we provide recommendations and future research directions for scholars examining stress and stress management through a CHM lens, including recommendations related to study design, the measurement of stressors, the integration of CHM with other models of stress, and interventions for stress management.

Enjoyment for teaching represents one of the most frequently reported teaching emotions and positively affects student outcomes. Therefore, researchers and teacher educators need to understand its nature and underlying appraisal processes to prepare motivated teachers as part of initial teacher education. Using cross-sectional questionnaire data from 189 German biology preservice teachers (73.5% female, meanage = 23.45 years, SDage = 3.71 years), we empirically tested the topic-specific structure and antecedents of participants’ anticipated enjoyment for teaching. We adapted the established Teacher Emotion Scale to measure preservice teachers’ trait-based enjoyment for teaching by reframing the items with the environmental socioscientific issues of the return of wild wolves and climate change and the health socioscientific issue of preimplantation genetic diagnosis. Confirmatory factor analysis confirmed the best fit of a topic-specific model. We also found different correlations for the anticipated enjoyment for teaching about the issues, but no significant differences in means. Concerning further topic-specific antecedents, the environmentally oriented basic value of universalism predicted the anticipated enjoyment for teaching about the return of wolves, and the socially oriented universal value of benevolence predicted the anticipated enjoyment for teaching about preimplantation genetic diagnosis. Both values inconsistently predicted the anticipated enjoyment for teaching about climate change. While this is in line with the complex nature of this socioscientific issue, psychological distance was a predictor for the anticipated enjoyment for teaching about every topic. While these effects remained stable when controlling for demographic variables, male participants showed a higher anticipated enjoyment for teaching about wolves and about climate change, and female preservice teachers for teaching about preimplantation genetic diagnosis. Further studies are needed to investigate if the results can be transferred to in-service teachers or to other teaching emotions. Furthermore, future studies could examine effects on other factors relevant to teaching emotions such as reactions to student behavior, which have been described as central for the causation of teaching emotions in prior studies (i.e., “reciprocal model of teaching emotions”). The present study stimulates such new studies and adds important knowledge to the understanding of topic specificity and topic-specific antecedents of anticipated enjoyment for teaching, which are relevant for teacher education and professional development.

Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.

Since its introduction approximately 20 years ago, the Challenge-Hindrance Stress Model (CHM) has been widely accepted both among academic and practitioner audiences. The model posits that workplace stressors can be grouped into two categories. Hindrance stressors will interfere with performance or goals, while challenge stressors contribute to performance opportunities. These two categories of stressors are theorized to exhibit differential relationships with strain, with hindrance stressors being more consistently linked to psychological, physical, or behavioral strain compared to challenge stressors. Despite the popularity of this model, recent evidence suggests that the proposed differential relationship hypothesis has not consistently held true for all types of strain. Thus, a reexamination or modification of this paradigm is clearly warranted. In the present review, we describe existing evidence surrounding the CHM and describe the rationale for a shifting paradigm. We outline recent advances in research using the CHM, such as novel moderators and mediators, the need to explicitly measure challenge and hindrance appraisal and differentiate between hindrance and threat appraisal, the dynamic nature of these appraisals over time, and the recognition that a single stressor could be appraised simultaneously as both a challenge and a hindrance. Finally, we provide recommendations and future research directions for scholars examining stress and stress management through a CHM lens, including recommendations related to study design, the measurement of stressors, the integration of CHM with other models of stress, and interventions for stress management. [ABSTRACT FROM AUTHOR]

Enjoyment for teaching represents one of the most frequently reported teaching emotions and positively affects student outcomes. Therefore, researchers and teacher educators need to understand its nature and underlying appraisal processes to prepare motivated teachers as part of initial teacher education. Using cross-sectional questionnaire data from 189 German biology preservice teachers (73.5% female, meanage = 23.45 years, SD age = 3.71 years), we empirically tested the topic-specific structure and antecedents of participants' anticipated enjoyment for teaching. We adapted the established Teacher Emotion Scale to measure preservice teachers' trait-based enjoyment for teaching by reframing the items with the environmental socioscientific issues of the return of wild wolves and climate change and the health socioscientific issue of preimplantation genetic diagnosis. Confirmatory factor analysis confirmed the best fit of a topic-specific model. We also found different correlations for the anticipated enjoyment for teaching about the issues, but no significant differences in means. Concerning further topic-specific antecedents, the environmentally oriented basic value of universalism predicted the anticipated enjoyment for teaching about the return of wolves, and the socially oriented universal value of benevolence predicted the anticipated enjoyment for teaching about preimplantation genetic diagnosis. Both values inconsistently predicted the anticipated enjoyment for teaching about climate change. While this is in line with the complex nature of this socioscientific issue, psychological distance was a predictor for the anticipated enjoyment for teaching about every topic. While these effects remained stable when controlling for demographic variables, male participants showed a higher anticipated enjoyment for teaching about wolves and about climate change, and female preservice teachers for teaching about preimplantation genetic diagnosis. Further studies are needed to investigate if the results can be transferred to in-service teachers or to other teaching emotions. Furthermore, future studies could examine effects on other factors relevant to teaching emotions such as reactions to student behavior, which have been described as central for the causation of teaching emotions in prior studies (i.e., "reciprocal model of teaching emotions"). The present study stimulates such new studies and adds important knowledge to the understanding of topic specificity and topic-specific antecedents of anticipated enjoyment for teaching, which are relevant for teacher education and professional development. [ABSTRACT FROM AUTHOR]

Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child's task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory. [ABSTRACT FROM AUTHOR]

The current study investigated psychological stress among parents of competitive British tennis players. Adopting a multipart concurrent mixed method design, 135 British tennis parents completed a cross sectional online questionnaire to examine their primary appraisals, emotions, and coping strategies associated with self-disclosed stressors. Hierarchical content analysis was conducted on open ended questionnaire responses to identify key stressors and coping strategies, and descriptive and inferential statistics were utilized to explore the differences between various components of the process. The findings revealed a range of organizational, competitive, and developmental stressors. These stressors were predominantly appraised as harm or challenge, and anxiety and anger were the most prominent emotions that the parents experienced. Statistically, parents experienced greater anger in relation to competition (compared to organizational and developmental) stressors, whilst harm appraisal increased negative emotions, and challenge appraisal increased positive emotions. Findings also highlighted how parents used a number of mastery, internal regulation, and goal withdrawal coping strategies, which varied statistically in degrees of reported effectiveness. The contribution of these findings to the stress literature and their applied implications are discussed.

The current study investigated psychological stress among parents of competitive British tennis players. Adopting a multipart concurrent mixed method design, 135 British tennis parents completed a cross sectional online questionnaire to examine their primary appraisals, emotions, and coping strategies associated with self-disclosed stressors. Hierarchical content analysis was conducted on open ended questionnaire responses to identify key stressors and coping strategies, and descriptive and inferential statistics were utilized to explore the differences between various components of the process. The findings revealed a range of organizational, competitive, and developmental stressors. These stressors were predominantly appraised as harm or challenge, and anxiety and anger were the most prominent emotions that the parents experienced. Statistically, parents experienced greater anger in relation to competition (compared to organizational and developmental) stressors, whilst harm appraisal increased negative emotions, and challenge appraisal increased positive emotions. Findings also highlighted how parents used a number of mastery, internal regulation, and goal withdrawal coping strategies, which varied statistically in degrees of reported effectiveness. The contribution of these findings to the stress literature and their applied implications are discussed. [ABSTRACT FROM AUTHOR]

We propose that children's play and coping strategies are connected. However, this connection has often been overlooked in the literature. To prove our hypothesis, the principal developmental functions of play are reviewed and compared with the different stages of the coping process. Our results show that coping and play are essential elements in child development, and indicate the presence of several overlapping areas where play and coping intersect. In spite of this, their interrelationship has seldom been examined. We explore the possible reasons for this omission with reference to the different natures of play and coping constructs, and also to the definitive psychometric and cognitive characteristics of most common coping measurement instruments. We conclude by proposing that play should be considered an elective form of coping in most aspects of children's lives. We also propose that methods to measure coping in children should be improved and a more analogical approach should be adopted toward play to enable accurate recognition of coping. [ABSTRACT FROM AUTHOR]

The study explores the social psychological process of teachers’ emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam2 (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic and miserable) in teaching. The social psychological process of the emotional experience of caam2 involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers’ power which is unequally distributed according to teachers’ teaching experience and managerial roles.

In fluctuating environments, organisms require mechanisms enabling the rapid expression of context-dependent behaviors. Here, we approach behavioral flexibility from a perspective rooted in appraisal theory, aiming to provide a better understanding on how animals adjust their internal state to environmental context. Appraisal has been defined as a multi-component and interactive process between the individual and the environment, in which the individual must evaluate the significance of a stimulus to generate an adaptive response. Within this framework, we review and reframe the existing evidence for the appraisal components in animal literature, in an attempt to reveal the common ground of appraisal mechanisms between species. Furthermore, cognitive biases may occur in the appraisal of ambiguous stimuli. These biases may be interpreted either as states open to environmental modulation or as long-lasting phenotypic traits. Finally, we discuss the implications of cognitive bias for stress research.

The present paper concerns the motivational underpinnings and behavioral correlates of the prevention or stopping of negative stimulation – a situation referred to as relief. Relief is of great theoretical and applied interest. Theoretically, it is tied to theories linking affect, emotion and motivational systems (Carver & Scheier, 1990; Gray & McNaughton, 2000; Higgins, 1997; Lang, Bradley, & Cuthbert, 1990). Importantly, these theories make different predictions regarding the association between relief and motivational systems. Moreover, relief is a prototypical antecedent of counterfactual emotions, which involve specific cognitive processes compared to factual or mere anticipatory emotions. Practically, relief may be an important motivator of addictive and phobic behaviors (Mowrer, 1951; Ostafin & Brooks, 2011), self destructive behaviors (Favazza, 1998; Franklin, Lee, Hanna, & Prinstein, 2013), and social influence (Dolinski & Nawrat, 1998). In the present paper, we will first provide a review of conflicting conceptualizations of relief. We will then present an integrative relief model (IRMO) that aims at resolving existing theoretical conflicts. We then review evidence relevant to distinctive predictions regarding the moderating role of various procedural features of relief situations. We conclude that our integrated model results in a better understanding of existing evidence on the affective and motivational underpinnings of relief, but that further evidence is needed to come to a more comprehensive evaluation of the viability of IRMO.

The study explores the social psychological process of teachers' emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam² (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic, and miserable) in teaching. The social psychological process of the emotional experience of caam² involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers' power which is unequally distributed according to teachers' teaching experience and managerial roles. [ABSTRACT FROM AUTHOR]