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Background: Although adolescents are generally healthy, subjective health complaints (SHC) are common in this age group, especially in adolescent girls. We explored the association between early menarche and the frequency of psychosomatic symptoms and how this association varies between countries., Methods: Our sample included 298 000 adolescent girls from 2002, 2006, 2010 and 2014 cycles of the Health Behaviour in School-aged Children (HBSC) study in 41 European and North American countries. School surveys measured the frequency of eight psychosomatic symptoms in the past 6 months. Early maturation was defined as self-reported age at menarche below 11 years. Using logistic regression, we estimated adjusted ORs (aORs) and 95% CIsof experiencing each psychosomatic symptom at least more than once a week and experiencing two or more symptoms at least more than once a week., Results: Early menarche occurred in 4.73% of the sample and was positively related to headache, stomachache, backache, feeling low, irritability or bad temper, feeling nervous, difficulties in sleeping, feeling dizzy and two or more of these symptoms, respectively (all p values<0.001). The interactions between early menarche and survey circle were non-significant. Changing the age criterion to 12 years did not affect the results. The associations between early menarche and psychosomatic symptoms were robust across the HBSC-participating counties with two age criteria., Conclusions: Early menarche positively relates to various psychosomatic symptoms in European and North American adolescent girls. Our findings suggest that early-maturing girls may need early supportive interventions., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2023. No commercial re-use. See rights and permissions. Published by BMJ.)

Researchers in the social sciences have increasingly studied how emotions influence decision-making. We argue that research on emotions arising naturally in real-world environments is critical for the generalizability of insights in this domain, and therefore to the development of this field. Given this, we argue for the increased use of the "quasi-field experiment" methodology, in which participants make decisions or complete tasks after as-if-random real-world events determine their emotional state. We begin by providing the first critical review of this emerging literature, which shows that real-world events provide emotional shocks that are at least as strong as what can ethically be induced under laboratory conditions. However, we also find that most previous quasi-field experiment studies use statistical techniques that may result in biased estimates. We propose a more statistically-robust approach, and illustrate it using an experiment on negative emotion and risk-taking, in which sports fans completed risk-elicitation tasks immediately after watching a series of NFL games. Overall, we argue that when appropriate statistical methods are used, the quasi-field experiment methodology represents a powerful approach for studying the impact of emotion on decision-making., Competing Interests: Matthew Ranson is an employee of a commercial company, athenahealth (and formerly Abt Associates). However, neither athenahealth or Abt Associates provided salary support for Matthew related to this work (the bulk of Matthew’s work on the project predates his commercial affiliations), nor did the organizations play any role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. This commercial affiliation for Matthew Ranson also does not alter our adherence to PLOS ONE policies on sharing data and materials. None of the additional authors (Syon Bhanot, Daphne Change, or Julia Lee) have competing interests that relate to this work, financial or otherwise. Similarly, none of the study authors have outside affiliations or interests that influenced any aspect of study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Duarte et al. are correct that the social science enterprise would improve on several fronts if the number of politically conservative researchers were to increase; however, because they misunderstand the degree to which liberals and conservatives are dispositionally different, they fail to appreciate the full range of reasons that conservatives are reluctant to enter the modern social sciences.

It is theorized that many moral emotions are triggered when a mechanism for (parental) care is activated by perceived vulnerability, and changes in the care object's well-being are subsequently evaluated and causally attributed. Participants reported different moral emotions (tenderness, concern, sympathy, guilt, and moral anger) in relation to different photographs of males and females widely differing in age. Using variation between emotion objects, it was shown that emotional reactions were highly intercorrelated and strongly related to perceived vulnerability and aroused protective tendency; with children and elderly arousing the strongest, and adult males the weakest, emotions. Moreover, these intercorrelations largely disappeared when vulnerability and protective tendency were statistically controlled. Theoretical implications are discussed.

The article discusses the effects on the researcher of reading disturbing secondary data (defined here as evidence gathered by someone other than the researcher). The case study is a qualitative sociological autopsy of suicide, and the secondary data--written documents and photographs--are all from case files in a British coroner's office. Following ethnographic detail about the research setting and research process, there is discussion of the diverse secondary data sources in these files, particularly in relation to the impact on the researcher. Some general observations are made about emotion in the research process and potential strategies for responding to emotion. The authors locate their responses to reading about suicides within the broader context of the social processing of death and distress, and also consider whether emotional reactions to data have any analytical purchase.

Scholars from diverse fields have begun to study the intersection of emotion and law. The notion that reason and emotion are cleanly separable--and that law rightly privileges and admits only of the former--is deeply engrained. Law and emotion scholarship proceeds instead from the belief that the legal relevance of emotion is both significant and deserving of (and amenable to) close scrutiny. It is organized around six approaches, each of which is defined and discussed: emotion-centered, emotional phenomenon, emotion theory, legal doctrine, theory of law; and legal actor. Drawing on the analytic value of the proposed taxonomy, any exploration of law and emotion should strive to identify which emotion(s) it takes as its focus; distinguish implicated emotion-driven phenomena; explore relevant and competing theories of the emotions; limit itself to a particular type of legal doctrine; expose underlying theories of law; and make clear which legal actors are implicated. Directions for future research are discussed and cross-disciplinary collaboration encouraged.

Fundamental analysis defines the basic terms of social and behavioral research. It usually follows the rule "one concept to a measure." However, some responses inherently reflect more than one underlying attribute, as when a test score reflects both knowledge of the subject and practice with taking tests. The standard methods of fundamental analysis break down in the presence of such cross-cutting factors. In this article, we discuss two instances of confusion and disagreement among social and behavioral scientists generated by the effects of cross-cutting factors on critical measures. In the first instance, a tendency to agree with the statements of others can make beliefs about personal control over events and outcomes seem unrelated to beliefs about control by chance, fate, or powerful others. The tendency to agree correlates positively with age. In the second instance, emotional expressiveness can make the frequency or intensity of sadness seem unrelated to the frequency or intensity of happiness. Women, who make up the large majority of older Americans, express themselves more freely than men. The apparent disjointedness of internal and external attributions of control, or of positive and negative emotions, results from methods assuming that the response to each question reflects one and only one underlying factor. Cross-cutting factor models eliminate the bias and confusion produced by response tendencies and help isolate and define the essential dimensions of response.

The Appreciative Paradigm, as any paradigm in social sciences, has an original and distinctive way of valuing (Axiology) what is most important in human beings and the social and natural world in which we live. [ABSTRACT FROM AUTHOR]

Emoticons are a vivid example of graphic emotionology in virtual communication. The interdisciplinary character of this research made it possible to combine linguistics with exact and natural sciences, including the young science of emotional artificial intelligence. Transmitting psycho-emotional experiences is important for effective virtual communication. Emotional pictography provides a more accurate understanding of the emotive content in a message. It relies on associative links between the image of a specific psycho-emotional state and its perception by a carrier of a specific linguistic culture. Basic emoticons are of universal nature, and internet users with different cultural and linguistic backgrounds tend to interpret them similarly. However, members of different ethno-linguistic communities sometimes decode the same emotions differently, which may lead to misunderstanding, as well as to serve as a marker on the friend – foe axis. Emoticons represent a clearly verified range of emotive states, which can be appealed to in virtual communication. The authors developed a classification of emoticons and proposed graphic emotionology as a new branch of linguistic semiotics. The metaphorical nature of the emoticon as a coded emotion with additional evaluative shades is revealed as a certain unified image or a complex of signs due to the accepted emotive norms of speech behavior. In addition, emoticons provide efficient compression during virtual communication. Intercultural virtual communication enriches the range of emoticons both linguistically and culturally, thus developing graphic emotionology internationally. Emoticons provide insight into the development of graphic emotionology.

The article presents a general, though not exhaustive, overview of the notion of care and its presence and relevance in gender historiography, examining how historical research can inform and shape new discussions. A bibliographic and narrative review methodology is used, comparing selected studies based on their contributions and scope. Given that care is a transdisciplinary issue with significant heuristic potential, both historical topics and those from other branches of the humanities and social sciences are considered. Care is understood here both as an affective and a labor disposition, and it is from these dimensions that the main debates and problems are presented, focusing specifically on those that have had the greatest presence in gender and history studies: domestic work, feminized professions that care for others, affective communities, and maternal love. In the context of the current care crisis, it is concluded that the topic needs to be viewed broadly and its contributions revalued from a critical gender theory perspective, also considering a historiographic perspective sensitive to contexts and capable of interpretive flexibility. The article focuses on the main academic discussions held in North America and European countries, aiming to contribute to understanding the theoretical and applied scope of care and acknowledging that there is still much ground to cover. The conclusions offer an overview of the thematic lines and theoretical assumptions that could enrich future historiographical research agendas on care

Emotions are the effect but also the cause of eating behaviors, including the purchase and consumption of snacks. As snacks become an increasingly prevalent segment of the food industry, their consumption has been linked to rising rates of overweight, obesity, and diet-related diseases. Understanding how emotional valence influences consumer attitudes and behaviors toward snacks is therefore crucial. This study explores the relationship between emotional eating and the propensity to consume unhealthy snacks, both sweet and salty. A survey of 707 representative participants revealed distinct emotional patterns in snack consumption, with choices significantly influenced by consumers' emotional states and personal preferences. Furthermore, individuals who frequently opted for unhealthy snacks typically exhibited poorer health and financial profiles.

Objectives Recent psycho-pedagogical literature has given importance to the thought-emotions relationship, which can no longer be seen in a disjunctive (aut-aut) but rather interconnected (et-et) perspective because the intellectual life of each of us is traversed by affects, feelings and relationships. Material and methods This contribution seeks to highlight how the didactic-educational process and the discourse on emotions for effective learning, today, cannot disregard the pedagogical relevance of a socio-emotional education universally referred to as Social Emotional Learning (SEL). Hence the need for a profound rethinking of the pedagogical vision and awareness that the affective-emotional-relational constitutes the conditio sine qua non of cognitive development. Results in recent decades extraordinary results have been achieved thanks to the unthinkable progress of neuroscience, which has shown how cognitive and emotional processes can be traced back to and identified with structures and functions of the human brain; one thinks of the cognitive functions, linked to the activities of the associative cerebral cortex, and of the emotional functions linked to certain centres of the limbic system, and in any case both regulated and determined by various chemical substances and by the neurotransmitter system. Conclusions I believe that pedagogy can and should benefit from the discoveries in this field by taking on the task of understanding and enhancing the developmental capacity of the brain-mind: in this way, it is possible to plan a training strategy that uses the environment to allow the highest and best development of mental potential.

This article explores contemporary discourses of deviation in early twentieth-century Colombia. Through analysis of a presidential assassination attempt in 1906, known as the Crime of Barrocolorado, it discusses the social construction of notions of criminality and danger in the light of the history of emotions. The assault on the president triggered a series of commentaries and reactions that revolved around anarchism, medicine, and criminology, topics that are dissected and connected here in search of their emotional components. In this way, the study brings forth the importance of emotions in the construction of social and political ideas in the past.

This article explores how people interpret deep transformations, how they integrate them into their everyday meaning-making and what role emotion work plays therein. To do so, the article draws on the experiences of young people (n=68) in post-crisis Spain and their narratives of change. In the wake of the severe economic crisis of 2008, many of them had lost their jobs as well as their future prospects. They experienced a mismatch between their expectations of their (working) life and the actual opportunities on the precarious labour market. Disappointed expectations and crumbling future prospects made it necessary for them to search for explanations and coping strategies. The article proposes the concept of emotive-cognitive reframing to capture the ways in which the young people adapted their emotions, ideas and expectations and the different forms and directions this could take. It shows that emotive-cognitive reframing was a complex and embodied process of emotional and cognitive work in which existing patterns of explanation were questioned and partly replaced by new ones. If these explanations were individualistic in nature, people considered their emotions and how they dealt with them to be a personal matter. In this case, emotion work was more about appeasing and suppressing emotions rather than channelling them into action. If the explanations were systemic, though, emotion work consisted primarily of turning emotions inside out and redirecting them from the individual towards external actors and structural conditions laying the seeds for collective mobilisation. [ABSTRACT FROM AUTHOR]

In this introduction to the special issue, we explore the political salience of emotions in times of large-scale social change, emphasizing the role of personal narratives in understanding and framing these transformations. We introduce the concept of 'deep transformations' to analyse radical shifts in various aspects of life and their emotional and cultural implications. Focusing on cases from the post-socialist world and one contribution from post-2008 Spain, the issue provides novel insights into the interplay between emotions, signification, and social change. We present our contributions as addressing three distinct levels, each underscoring the importance for integrating the sociology of emotions with cultural sociology more closely: remembering change, adapting to change, and imagining change. [ABSTRACT FROM AUTHOR]

Objectives Indication of the sources of the growing popularity of security issues in the realities of contemporary politics. The distinction between security and the sense of security as policy goals. Explanation of the sources of the phenomenon of instrumentalization of security values. Material and methods Systemic analysis of the field of politics, in which it is perceived as a reality constituting a system of interconnected elements. The explanation here is the nature of man and the nature of democracy and security as a political goal. The conducted analyzes are confirmed by the observation of political phenomena and processes. Results The reason for the growing popularity of security issues in the field of politics is the growing number of threats and the instrumental use of security values to achieve other goals. It results from the fact that in contemporary political life, the importance of rationality and rational argumentation is decreasing, and the importance of emotions is increasing. The value of security, as a value that engages emotions, is used instrumentally to transfer the emotions associated with it to other goals and thus convince people to implement them. Conclusions The instrumental use of security values leads to a situation in which the emotions evoked prevent an objective view of reality and cause actions to be taken against security, which themselves become a source of new threats. In this situation, it is necessary to limit the role of emotions in political life because it determines the objective recognition of real problems and, consequently, their effective solution - also in the broadly understood field of security.

The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges.

Emotional engagement is essential in human communication, and the meaning of emotions often entails multimodal relationships. Besides language, multimodality and emotions are semiotic systems that have increasingly attracted the attention of researchers, especially concerning their contribution to the meaning-making process in communication. However, research trends that address how emotions and multimodal components (hereafter multimodal emotions) complement each other in the meaning-making process have not been extensively researched. Hence, this research aims to identify research trends on multimodality and emotions studied from 2018 to 2022. The method used in this research was systematic literature review (SLR) to review, identify, evaluate and interpret all existing research on this topic. Data were obtained from IEEE Xplore, Science Direct and Emerald journals which were then sorted based on the PRISMA method. This analysis acquired comprehensive information on the multimodal components of emotions, data acquisition technologies, datasets and emotional focus and trends. This SLR demonstrated that the research of emotions involving multimodality was conducted with a focus on audio-visual mode with the use of machines namely EEG and LSTM sourced from the IEMOCAP dataset and focused on positive and negative emotions, with anger being the largest focus. Moreover, the findings also showed the interconnectedness of each multimodal component of emotions. Based on these findings, this study suggests that multimodal emotion research should focus on identifying and investigating the meanings generated from emotions to produce good communication. Lack of subject privacy and unmanageable bias in research are other things to consider for future research directions.

John Rawls places the social bases of self-esteem among the primary goods. What Rawls calls moral shame can arise whenever one subjectively has reason to disesteem oneself, to evaluate oneself negatively. The distinction between properly personal negative emotions (such as shame and contempt) and negative emotions focused on wrongdoing, and thus on action (such as resentment and guilt), reflects, according to Rawls, the two sides of a “complete moral conception,” the good and the right. The paper explores the articulation between Rawls’s moral psychology and the theory of justice, and challenges some of the objections that his conception of shame has raised since the 1980s among philosophers of the emotions. Is such moral psychology ad hoc, artificially tailored to the normative construction of A Theory of Justice? The paper seeks to comply with the principle of charity of interpretation.

Experimental and behavioural economic analysis has highlighted the ambivalent role of anger. If anger is too intense and poorly channelled, it can lead to retaliation and the blocking of exchanges. However, there is a threshold of intensity for anger at which it is rational and useful for the person who expresses it. In particular, anger leads the person who is the object of it to adopt more respectful and fair behaviour. The theory of emotions of the American philosopher John Dewey questions the scope and effectiveness of an emotion in terms of its quality and intensity. Based on his approach, the question we ask in this article is to know under what conditions anger can be an emotion that can be converted into an individual and collective action to fight global warming. The aim is therefore to analyse the potential of anger in climate mitigation. We show that this potential depends to a large extent, as the pragmatist approach suggests, on the quality of expression of this emotion and its intensity.

What is the rationality of our inter-temporal choices? We need to refine the analysis of our anticipatory emotions, on the one hand by recognizing that they react to the differentials that a situation presents in relation to our expectations, and on the other hand by taking into account the secondary emotions triggered by the comparative exploration processes of the choice situation. They tend to make us prefer choices which, by taking into account the complexities of the choice situation but also those introduced by these exploration processes, minimize the combination of these two complexities. This focuses us mainly on the period when our preparation to deal with this mixed complexity must already be activated, that of our “agenda”, where other commitments and projects are already included. Retrospective emotions, on the other hand, lead us to favor the type of emotional expectations that have passed the test of these complexity minimizations in different situations.

What does war do to journalism and what does journalism do to/with this paroxysmal, multi-dimensional crisis that is war? Two seasoned women reporters share their experience and their analysis of what it means to “cover” a conflict: under what conditions do they become media objects, how and why access to the field is a crucial condition for the deployment of journalistic investigation. They are also asked about how information is gathered, produced and transformed into a specific narrative. Finally, their experience is also examined through the prism of their status (as correspondents and/or freelancers), their gender and the emotions specific to this particular experience of observing a deadly conflict.

The Notre-Dame de Paris fire offers anthropologists in the field of critical heritage studies a rich opportunity for fieldwork and conceptual innovation. This paper examines the social repercussions of a monument's destruction, ranging from emotional responses and public involvement to local and global consequences. The paper also includes the project lines of a broader comparative survey on reactions to the destruction of cultural heritage. A team of social scientists created a comparative grid in order to describe and analyze a series of case studies: Notre-Dame de Paris (France, fire in 2019), the National Museum (Brazil, fire in 2018), Notre-Dame de la Merci (France, fire in 2017), and Coventry Cathedral (UK, bombed in 1940 during WWII). The comparative grid is as follows: - Practices and Reactions: Emotion and Mobilization Regimes Heritage disasters provoke a wide range of privately and collectively expressed reactions that frame these events as a social construction. How do citizens and institutions navigate the outpouring of emotion elicited by the destruction of a monument? - Consequences: The Nature of Heritage Items and Their Social Impact Laypersons and authorities assign different meanings to heritage items according to their cultural and political significance and material and intangible features. How does such representations of a ravaged monument influence its reconstruction process and future relevance? - The Social Fabrication of Memory and Narrative The destruction of a heritage object rapidly triggers a series of narratives, including legal documents and authorities' statements, that constitute a textual memory of the disaster. What standards define catastrophe narratives, and what do their retellings of the event reveal or obscure? - Heritage in Crisis: Catastrophe as Social Construction of Heritage Fragility Heritage is by nature fragile and requires continuous preservation. How does the destruction of monuments galvanize collective representations of the endangerment of heritage? - Temporality and Spatiality: Catastrophe as an Event in Time and Space Although the destruction event is often short-lived and localized, it reveals enduring values and concepts of past and future, as well as geographic place. How are temporality and spatiality reimagined after the loss of a heritage object? - The Right to Heritage: Reconstruction, Citizenship, and Cultural Policies Although often conceptualized as isolated events, the destruction of heritage objects is deeply embedded in their economic, cultural, and social context. What do the destruction and reconstruction of heritage reveal about power dynamics and economic inequalities? - The Limits of Reflexivity: Researchers as Actors Facing the Politics of Mourning As researchers, balancing personal commitment with heritage and ethical scientific inquiry is crucial to sound analysis and to the validity of research results. How should scholars simultaneously manage the experience of and the study of emotional responses such as rage or grief? This paper illustrates these points using vignettes from selected case studies. The project is part of the working group EMOBI, a broader ethnographic project on collective emotions and mobilization following the Paris cathedral fire (social sciences working group of Chantier Scientifique Notre-Dame , supported by the CNRS and the Ministry of Culture). The goal is to provide a comparative study of the stakes and repercussions of devastated heritage. [ABSTRACT FROM AUTHOR]

The segmentation of different knowledge areas in teacher training often has a demotivating effect which generates unfavourable emotions for their learning. An interdisciplinary approach from different didactics can favour interest and improve affective variables such as emotions, self-efficacy, and attitudes related to future teaching performance. This article presents the emotional analysis of an interdisciplinary experience carried out with students in the second year of a Primary Education Degree, consisting of a didactic visit to an archaeological museum and the performance of scientific activities with history as a pretext. Teachers in initial training expressed positive and activating emotions, mainly curiosity and surprise, while negative emotions hardly appeared Affective differences were explored according to gender and academic background. Correlations were found between emotions and learning, motivation, and didactics. [ABSTRACT FROM AUTHOR]

The article focuses on the neglected role of emotions in contemporary constitutional legal studies, contrasting rational paradigms with the growing importance of emotions in various social sciences. Topics include the influence of economic theories on law, the underrepresentation of emotions in legal theory despite their significance in human behavior, and the potential for a more comprehensive understanding of law through integrating emotional dimensions into legal analysis.

In this conceptual piece, I use a framework of embodiment to argue for approaches to inquiry that are better suited to engage and amplify Black womxn's knowledges in social work than are more popular social sciences methods. I also relate embodiment to several epistemic frames, and warn against disembodiment through more popular methods. Finally, I present three embodied research approaches that align with feminist social work principles. Throughout the piece, I reference works that explore feminist and embodied practices while centering Black womxn. I also frame discussion through my own embodiment as a Black femme scholar and practitioner, and embodiment and its potential in inquiries through a Black feminist tradition. Embodiment has been a framework of feminist scholarship for decades, broadly defined as living out knowledge through the body and/or in its environments through a process of becoming. Scholars in this school of thought account for their and participants' emotions and dispositions as part of how knowledge is lived, while treating the body as a text to be read. [ABSTRACT FROM AUTHOR]

Sunto L’obiettivo di questo studio è di riflettere su alcune questioni che ruotano intorno alla rappresentazione dell’Intelligenza artificiale, e che riguardano l’impatto della tecnologia sulla sfera esistenziale e sulla condizione umana. In questo quadro mi soffermerò, attraverso un close reading, sul film Her di Spike Jonze, analizzandone in particolare i dialoghi, con l’intento di evidenziare anche la presenza di quei fili che tracciano una continuità con le questioni poste da Alan Turing nel celebre articolo “Computing Machinery and Intelligence” pubblicato sulla rivista Mind nel 1950. Se la domanda al centro dello studio di Turing è Can Machines Think?, e viene ripresa in seguito da Asimov e Dick con la variante Can Machines Lie? , nel film di Spike Jonze la declinazione più stringente dell’interrogativo è Can Machines Feel? Parole chiave: Intelligenza artificiale; solitudine; emozioni; reale/virtuale; modi di amare; trascendenza. Abstract The purpose of this study is to tackle some of the issues that revolve around the representation of Artificial Intelligence and that concern the impact of technology on the existential sphere and the human condition. Within this framework, I will focus on Spike Jonze’s film Her, in particular through a close reading of its dialogues. The aim is also to highlight the presence of threads tracing a continuity with the issues raised by Alan Turing in the famous article “Computing Machinery and Intelligence” published in the journal Mind in 1950. If the question at the heart of Turing’s study is ‘Can Machines Think?’ – later turned into ‘Can Machines Lie?’ in Asimov and Dick’s variant – in Spike Jonze’s film the point at issue becomes ‘Can Machines Feel?’.

The process of forgiving seems to require that a person can remember a specific moment in their personal past in which they were harmed in some way. Forgiving, then, often requires episodic memory, which may be understood as memory of events or experiences in one’s personal past. What is it that grounds acts of forgiveness? One of the most prominent ideas is that, fundamentally, forgiveness involves a change in emotion; it requires that negative emotions associated with the event are abandoned, withdrawn or overcome. In this paper, we outline one way in which the emotion and meaning of past events may be modulated. In particular, we suggest that by thinking more abstractly about an event we can shift our emotional response to it. We outline one way in which this form of more abstract thinking, which can help us distance ourselves from the negative emotion associated with a past wrongdoing, can show up in memory. We propose that emotionally distant memories, or memories in which the emotional content has undergone some change, may often be recalled from an observer perspective, in which the individual recalls the event from an external or detached point of view. Recalling a past wrongdoing from an observer memory may help put it into perspective and afford the emotional distancing required to facilitate forgiveness.

This article considers the role of the researcher’s emotions in ethnographic research. The topic originates from the epistemological turn that since the 1960s has dealt with the researcher–subject studied relationship. The first part of this article analyzes the pivotal elements of the epistemological debate on the researcher–studied subject relationship. It is defined through a dialogical relationship in which the researcher puts into practice their reflexivity while being aware of the elements that characterize it, including emotions. The second part of this article uses two research experiences to show how emotions in ethnographic research are a valid tool for entering into dialogue with the subjects studied. They provide a better understanding of the social cutaways and enrich the reflexivity that characterizes social research, without affecting methodological rigor. The possible risk when considering emotions is to fall into excessive relativism and enter a sort of spiral of reflexivity due to the plurality of possible interpretations. It is a risk that is mitigated by the procedures the researcher uses to explain the personal observer–author equation. Writing is one of the tools that allows the researcher to account for the construction of a meaning of the results. It gives a ‘probative’ narrative that must contain all the methodological choices that guided the research.

Scholars in the field of education for sustainable development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions. [ABSTRACT FROM AUTHOR]

In the adolescent stage a person will experience emotional development, namely high emotional development. Teenagers as one of the phases in human life are required to fulfill their duties in choosing a career and determining a career. This study aims to determine the emotional maturity of students and career decision-making abilities of class XII IPA 2 students at MA Al-Mardliyyah. The approach taken in this study is qualitative with a case study type of research. While collecting data using observation, interviews, and documentation. analysis used with data reduction techniques, data presentation, and conclusions. The results showed (1) the emotional maturity of class students was quite good. Students are able to vent negative and positive emotions at the right time and place. (2) students' career decision-making ability is quite good. Students are able to make career decisions according to their interests and talents, after graduating from school they will go on to college, and some will immediately choose to enter the world of work.

The aim of the study was to describe the process of implementing the tahfidz 30 jus program which was carried out at the Tahfidz Madani Rokan Hulu Riau Public Junior High School. Qualitative research methods with an analytical study approach. Data collection techniques by interviewing 1 principal, 4 teachers, and 4 students, documentation, and observation. Data analysis with reduction, data display, and conclusion. Data validity technique with source and technique triangulation. The results showed: (1) planning the tahfidz program by determining the tahfidz daily program. (2) implementing the tahfidz program with selection, reading, and memorizing tests before entering school. (3) the aim of the tahini program, first is that students can memorize the Al-Qur'an according to the provisions. The second purpose of educators is to monitor and assess students' memorization. The three objectives of the principal are to supervise the implementation of tahfidz in schools. (4) the tahfidz program through the implementation of memorizing deposits, the amount of the deposit, as well as the implementation of Al-Qur'an memorization tests.

This article explores the interplay between my life and research on responsibility in the context of (past) collective violence and state repression in Romania, my country of origin. Reflecting on the five-year research process, I delve into my multiple and shifting positionalities during data collection, analysis, and presentation, pointing to the fluid identities of researchers along a continuum in which their backgrounds, professional roles, as well as dynamic negotiations in ‘the field’ and personal experiences intertwine and affect research at every stage. In particular, I explore the impact of my personal experience of loss and grief after the sudden death of my mother on my research, revealing its influence on reconstructing and writing about stories of violence. In doing so, research unfolds as a journey where personal and professional lives merge, showcasing knowledge production as an inherently subjective endeavor. Building on this, I advocate for recognizing the influence of emotions and personal experiences on narrative interpretations as well as for considering the intertwining between research and personal life’s as central facets of positionality and reflexivity.

Drawing on the array of literature on exploitation from several social science disciplines, we propose a new way of seeing employer–employee relationships by introducing the concept of perceived exploitative employee–organization relationships, distinguish it from related concepts, and conduct five studies to develop a scale and test our theoretical model of the effects of such employee perceptions. Contributing to the employee–organization relationships and workplace emotions literatures, perceived exploitation is defined as employees' perceptions that they have been purposefully taken advantage of in their relationship with the organization, to the benefit of the organization itself. We propose and find that such perceptions are associated with both outward-focused emotions of anger and hostility toward the organization and inward-focused ones of shame and guilt at remaining in an exploitative job. In two studies including construction workers and a time-lagged study of medical residents, we find that the emotions of anger and hostility partially mediate the effects of perceived exploitation on employee engagement, revenge against the organization, organizational commitment, and turnover intentions, whereas the emotions of shame and guilt partially mediate the effects of perceived exploitation on employee burnout, silence, and psychological withdrawal. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses several articles published within issue exploring evolution of grounded theory involving pragmatic theoretical saturation in qualitative research.

Dans un souci de développement durable face à une jeunesse vulnérable dans son rapport à l’autre, comment appréhender les jeunes, comment les comprendre et comment les aider à transformer ou à corriger leur perception de "l’événement", leurs émotions, leurs comportements et pour terminer leurs systèmes de croyances ? La présente « Perspective » présentes certains outils utilisés par les éducateurs donnant à certains jeunes la possibilité de modifier leurs systèmes de croyances… et le fait de tenir quelque chose pour vrai, et ceci indépendamment des preuves éventuelles et de son existence. Une existence à fleurs de peau face à ces phénomènes provoquant aujourd’hui l’angoisse parmi des nations qui ne savent plus quoi faire face à une violence accrue : explosion démographique, inflation, catastrophes naturelles, guerres, pauvreté, et terrorisme. Nous vivons à une époque de mutations terriblement dangereuses à tous les niveaux. Il en est de même pour les personnes migrantes que pour ceux qui les accueillent. Ces éléments ont sans doute impacté mon approche au sujet des neurosciences du point de vue d’éducateur de terrain que je suis face à notre jeunesse (nos ados). Ce travail est composé en quatre parties. Il est évident que chaque partie, dans son intégralité, est unique et en même temps, chaque partie peut être une porte d’entrée dans la complexité des autres parties ou une fenêtre de perception ouvrant des perspectives d’interactions avec les quatre parties analysées dans ce document. Il est primordial de se rendre compte qu’il y a une interconnexion entre les quatre parties. Par conséquent, une fois que nous avons compris cette interconnexion, il est essentiel de travailler notre capacité à intégrer chaque élément dans notre pratique professionnelle et à améliorer l’empathie chez les parents et les personnes en charge d’enfants et d’adolescents.

Les recherches actuelles s’intéressent aux similarités neuronales entre personnes présentant des liens sociaux étroits. La proximité sociale restreinte de deux personnes serait significativement associée aux similarités de réponses neuronales rattachés à l’allocation de l’attention, l’interprétation narrative et la réponse affective, lors de la présentation d’un stimulus exogène. Ces réponses sont influencées par les connaissances, opinions, intérêts et valeurs personnelles, et la causalité de ces similarités n’est pas encore définie. En outre, des similarités ont également été trouvées au repos dans la connectivité fonctionnelle du cerveau entre deux personnes proches d’un réseau. Cette ressemblance perdure en contrôlant les facteurs de personnalité et les variables démographiques. Ainsi les ressemblances entre amis ne seraient pas qu’une simple impression, mais une concordance bien réelle au niveau du cerveau.

Purpose. The aim of the study is to determine the features of the historical genesis of aesthetic forms of interaction between individuals in the conditions of modern culture, providing significant characteristics of human existence, implemented in interactive and communicative modes of his emotionally colored interaction with the world. Methodology. The methods of textual and content analysis of the material of the primary sources of classical and modern authors, as well as the analysis of some components of the aesthetic matrix of modern culture in terms of parameters that are essential for achieving the stated goal are used. The author turns to the socio-philosophical and sociopsychological analysis of the emotionalization of modern culture. The article uses historical-philosophical and philosophical-anthropological methods for an analytical description of the process of compensatory aestheticization. Results. In this article, based on the analysis of program works of the founder of existential philosophy S. Kierkegaard, the subsequent entry into the space of modern communication culture was carried out in order to conduct a further comparative study of Kierkegaard’s main ideas, and their modern embodiment in the form of emotional existence of a communicative-collective nature. Particular attention is paid in this regard to the meaningful development of the ideas of the Danish thinker by the existentialist philosophers of the last century M. Heidegger and J. Habermas, as well as the most influential researchers in the philosophy of modern sociocultural genesis B. Huebner, J. Ransier. In conclusion, a number of the most significant changes in modern communication culture, inspired by the turn of the interest of a person and society in the emotional side of their own being, are examined, and their specific phenomenology is considered in relation to the reasons that caused these changes. The author enters into a discussion with A. Reckwitz about the society of singularities, putting forward the concept of a society of collective, stereotyped experience. Practical implications. The results of the study can be applied in the field of cultural studies, philosophy of culture, psychology.

Abstract Background and Objective Acquired brain injury (ABI) can result in considerable life changes. Having choice and control over daily life is valued by people following ABI. This meta‐synthesis will analyse and integrate international research exploring perspectives of choice and control in daily life following ABI. Methods Databases were searched from 1980 to 13 January 2022 for eligible qualitative studies. After duplicates were removed, 22,768 studies were screened by title and abstract, and 241 studies received full‐text assessment with 56 studies included after pearling. Study characteristics and findings were extracted that related to personal perspectives on choice and control by people with an ABI (including author interpretation and quotes). Data from each study were coded and then segments of coded data across the studies were compared to create multiple broad categories. Findings Findings were then reduced from categories into 3 overarching themes with 12 subthemes. These themes were: (1) feeling like a second‐class citizen; (2) reordering life and (3) choosing a path. Participants with an ABI tussled between their feelings of loss following brain injury and their thinking about how they start to regain control and become agents of their own choices. The themes describe their sense of self, their changed self and their empowered self in relation to ‘choice and control’. Conclusions Re‐engaging with choice and control after ABI is dynamic and can be challenging. Health professionals and supporters need to facilitate a gradual and negotiated return to agency for people following ABI. A sensitive and person‐centred approach is needed that considers the readiness of the person with ABI to reclaim choice and control at each stage of their recovery. Clear service or process indicators that are built on lived experience research are needed to facilitate changes in service delivery that are collaborative and inclusive. Patient or Public Contribution This review included the voices of 765 people living with ABI and was conducted by a diverse team of allied health professionals with practice knowledge and research experience with people following ABI. Twenty‐nine of the 56 included studies had participants contributing to their design or analysis.

The "period stain" could be considered as a symbolic and material object with strong moral overtones. In this article, I propose to analyze it from the research program of gossip and reputation (Giardini & Wittek, 2019a) in dialogue with the intersection between Simmel’s and Goffman’s relational sociology on one side, and feminists’ theories from the other. I will give an account of the meanings attributed to body information, such as the staining of clothes with menstrual blood and the impact on the social evaluation of bodies from a woman's point of view. To achieve this, I analyze the results of an instrument applied in March 2021 entitled Virtual survey on the experience of menstruation in the context of the pandemic caused by Covid-19. Although women do not share the gender stereotypes associated with menstruation, they reveal the negative impact these stereotypes had on the social evaluation of this bodily experience. Women are concerned about the negative evaluation that others have of the experience of the period stain. I will show how the performance of shame associated with period stain is narrated; and, how mockery is an affective device of reputation. However, there are also ways to re-signify the experience based on solidarity among friends.

This study aimed to investigate the modelling of structural equations of personality factors with symptoms of antisocial personality disorder mediated by Schadenfreude in women.Personality factors were considered as an exogenous variable, symptoms of antisocial personality disorder were considered as an endogenous variable, and Schadenfreude as a mediating variable. 285 female students of Tabriz University were selected using random sampling and answered Millon III, NEO-FFI questionnaires, and hypothetical scenarios of Schadenfreude that were provided to them. Data were analyzed using SPSS 24 and Amos.Evaluation of the hypothetical research model using fit indexes showed that the measured model fits. The results showed that Agreeableness with mediating of Schadenfreude with a Standardized Beta Coefficient of -0.048 had a significant effect (P

Previous literature and conventional wisdom have led researchers to believe that boredom increases economic risk taking, but the evidence in support of this conclusion is limited and has important shortcomings. In four experiments (including more than 1,300 subjects), we systematically studied the effects of boredom on economic risk preferences. Across different risk elicitation tasks, boredom inductions, incentive schemes, subject pools, and using both reduced form and structural analyses, we consistently failed to find an effect of boredom on risky decisions. Our results disprove that boredom leads to even small increments in risk taking in one-shot elicitation tasks, and small to medium increases in multiple-choice elicitations. These findings question an important established belief, contribute to better understand the consequences of boredom, and have substantive implications for experiments on economic decision making.

The paper presents the results of the analysis of B. McLaverty’s novel Grace Notes, in particular, those text fragments that reflect the emotions of the main character. The authors focus on the study of syntactic means of expressing the emotional state of the character. Background. The range of emotions experienced by the heroine is shown by the writer with unique depth and with the help of a variety of expressive means. In the course of the study, it was revealed that the predominant number of language means are syntactic. Purpose. The purpose of this work is to identify and consider the syntactic means of expressing Catherine McKenna’s emotions, as well as to analyze them. Materials and methods. The material of the survey is found in the works of linguists on style and the category of emotiveness. When analyzing the material, the method of content analysis was used. Results. In the course of the study, we identified and analyzed 24 examples from the text of B. McLaverty’s novel Grace Notes, that is, 24 cases of using the syntactic means of expressing the emotions of the main character. The results of the study showed that out of the total number of examples, 11 express the emotion of grief, 5 express sadness, 4 – interest, 2 syntactic means express a sense of satisfaction, 1 – a feeling of surprise. Thanks to the identification of the syntactic means used by the author, we can trace the change in the emotional state of the main character of the novel, her recovery after the loss of a person close to her, namely the following range of emotions: grief, sadness, interest, satisfaction, surprise. Practical implications. The study of the syntactic means of expressing emotions used in the novel can serve as a source for further work in a similar aspect by other researchers and might improve the quality of the analysis of means at all language levels.

This article analyzes the public discourses of Afro-Argentine women who occupy leadership positions within the Afro collective, observing intertwining between processes of remembrance, emotions, and political action. A qualitative approach based on face-to-face and virtual ethnographic practices was used. Differences are noted between the subalternized Afro-descendant memories of male leaders and those produced by women activists, who incorporate affective and biographical dimensions into the production of public narratives in spaces of dialogue between the Afro community and the state. The data were obtained from fieldwork conducted since 2011 in the area of the Autonomous City of Buenos Aires and its surroundings, both in associative and state spaces that were mainly used for commemorative purposes. For this, observation techniques were used with different degrees of participation, which made it possible to record practices and discourses. It is concluded that emotions fundamentally linked to collective pains shape the production of memories and support processes of Afro-female struggle, while they are communicated and shared, thus generating bonds of belonging and frameworks for political action, both within the collective and in relation to demands for rights before the national-state.

Grâce aux neurosciences de l’éducation nous pouvons, en tant qu’enseignants, offrir aux élèves un parcours de connaissance qui leur permet de mieux comprendre leur fonctionnement et apprendre plus efficacement. C’est pour cette raison que sensibiliser les élèves au fonctionnement du cerveau et aux mécanismes à la base du processus d’apprentissage est un prérequis indispensable au bon travail d’un apprenant. Au travers de ce projet, mené avec une classe d’élèves âgés de 12 à 14 ans, je veux proposer des moments de travail qui puissent les aider à mettre du sens sur les apprentissages et à mieux comprendre les demandes de l’école. En parallèle, pour certains d’entre eux, il est également important de proposer un travail qui permet d’améliorer leur comportement en augmentant leurs chances de réussite à l’école. En fait, le comportement d’un élève dépend des capacités de régulation cognitive et émotionnelle, mais il est aussi en mesure de les influencer. Travailler de manière plus spécifique sur des aspects comme l’autorégulation émotionnelle et le développement des fonctions exécutives, au travers des activités et des situations qui se présentent à l’école, peut avoir un effet positif sur le comportement des élèves en classe et leur attitude face aux apprentissages scolaires. Un tel parcours de connaissance et d’apprentissage pourrait ainsi avoir un impact sur leur scolarité. Le projet étant en cours, il n’est pas encore possible de tirer des conclusions. Cependant, on peut affirmer avec certitude que l’intérêt ainsi que la motivation des différents acteurs sont présents et les élèves sont curieux et intéressés à mieux comprendre comment fonctionne leur cerveau ainsi qu’à travailler pour augmenter leurs chances de réussite à l’école.

Cette perspective présente des activités prévues dans le cadre de la classe proposées par une logopédiste, en collaboration avec les enseignants autour d’un projet transdisciplinaire prometteur et innovant. L’objectif primaire est d’amener les enfants à s’intéresser au cerveau et à son fonctionnement, et ainsi leur faire saisir l’importance de la gestion de leurs émotions pour bien progresser. Des effets positifs ont été constatés au fil des séances. J’ai constaté la reprise spontanée des activités d’ancrage dans le corps « orteils spaghetti » ou de détente par les enfants en situation logopédique ou dans le cadre scolaire. Le questionnaire proposé à tous les enfants a permis de constater leur intérêt, de comprendre ce dont ils se souviennent et de cibler les aspects du fonctionnement cérébral qui les interroge le plus, comme la mémoire et le circuit des émotions. J’ai constaté également que les supports concrets et personnalisables comme la roue des émotions ou le cerveau dépliable sont des objets qui soutiennent les transferts et rappellent les activités en situation. Les enfants s’y réfèrent volontiers et les investissent fortement dans la mesure où ils sont personnalisables et qu’ils peuvent les emporter à l’école et / ou à la maison. L’objectif principal de mon projet est de faire comprendre à des enfants en début de scolarité le fonctionnement de leur cerveau et de leur proposer des outils pour apprendre à reconnaître puis gérer leurs émotions afin d’optimiser leurs compétences.

Notre cerveau est plus que la somme de ses parties. Le quand, le où, et le comment des processus d'apprentissage et de mémoire impliquent encore de nombreuses hypothèses non-élucidées et donc qui doivent être investiguées. Comment le cerveau humain encode ses propres processus d'apprentissage et de mémoire et comment la topologie de son réseau social élargi présente des modèles neuronaux similaires aux modèles neuronaux de nos amis et de nos liens communautaires ?