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emotion</title> <meta name="description" content="Search results for: negative emotion"> <meta name="keywords" content="negative emotion"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="negative emotion"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5009</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: negative emotion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5009</span> The Relationships among Learning Emotion, Major Satisfaction, Learning Flow, and Academic Achievement in Medical School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Lee"> S. Y. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Im"> S. J. Im</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kam"> B. S. Kam</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Baek"> S. Y. Baek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored whether academic emotion, major satisfaction, and learning flow are associated with academic achievement in medical school. We know that emotion and affective factors are important factors in students' learning and performance. Emotion has taken the stage in much of contemporary educational psychology literature, no longer relegated to secondary status behind traditionally studied cognitive constructs. Medical school students (n=164) completed academic emotion, major satisfaction, and learning flow online survey. Academic performance was operationalized as students' average grade on two semester exams. For data analysis, correlation analysis, multiple regression analysis, hierarchical multiple regression analyses and ANOVA were conducted. The results largely confirmed the hypothesized relations among academic emotion, major satisfaction, learning flow and academic achievement. Positive academic emotion had a correlation with academic achievement (β=.191). Positive emotion had 8.5% explanatory power for academic achievement. Especially, sense of accomplishment had a significant impact on learning performance (β=.265). On the other hand, negative emotion, major satisfaction, and learning flow did not affect academic performance. Also, there were differences in sense of great (F=5.446, p=.001) and interest (F=2.78, p=.043) among positive emotion, boredom (F=3.55, p=.016), anger (F=4.346, p=.006), and petulance (F=3.779, p=.012) among negative emotion by grade. This study suggested that medical students' positive emotion was an important contributor to their academic achievement. At the same time, it is important to consider that some negative emotions can act to increase one’s motivation. Of particular importance is the notion that instructors can and should create learning environment that foster positive emotion for students. In doing so, instructors improve their chances of positively impacting students’ achievement emotions, as well as their subsequent motivation, learning, and performance. This result had an implication for medical educators striving to understand the personal emotional factors that influence learning and performance in medical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20emotion" title=" learning emotion"> learning emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20flow" title=" learning flow"> learning flow</a>, <a href="https://publications.waset.org/abstracts/search?q=major%20satisfaction" title=" major satisfaction"> major satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/58446/the-relationships-among-learning-emotion-major-satisfaction-learning-flow-and-academic-achievement-in-medical-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5008</span> The Role of Emotion in Attention Allocation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michaela%20Porubanova">Michaela Porubanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this exploratory study to examine the effects of emotional significance on change detection using the flicker paradigm, three different categories of scenes were randomly presented (neutral, positive and negative) in three different blocks. We hypothesized that because of the different effects on attention, performance in change detection tasks differs for scenes with different effective values. We found the greatest accuracy of change detection was for changes occurring in positive and negative scenes (compared with neutral scenes). Secondly and most importantly, changes in negative scenes (and also positive scenes, though not with statistical significance) were detected faster than changes in neutral scenes. Interestingly, women were less accurate than men in detecting changes in emotionally significant scenes (both negative and positive), i.e., women detected fewer changes in emotional scenes in the time limit of 40s. But on the other hand, women were quicker to detect changes in positive and negative images than men. The study makes important contributions to the area of the role of emotions on information processing. The role of emotion in attention will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=flicker%20task" title=" flicker task"> flicker task</a>, <a href="https://publications.waset.org/abstracts/search?q=IAPS" title=" IAPS"> IAPS</a> </p> <a href="https://publications.waset.org/abstracts/10319/the-role-of-emotion-in-attention-allocation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5007</span> The Role of Parental Stress and Emotion Regulation in Responding to Children’s Expression of Negative Emotion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizel%20Bertie">Lizel Bertie</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Johnston"> Kim Johnston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental emotion regulation plays a central role in the socialisation of emotion, especially when teaching young children to cope with negative emotions. Despite evidence which shows non-supportive parental responses to children’s expression of negative emotions has implications for the social and emotional development of the child, few studies have investigated risk factors which impact parental emotion socialisation processes. The current study aimed to explore the extent to which parental stress contributes to both difficulties in parental emotion regulation and non-supportive parental responses to children’s expression of negative emotions. In addition, the study examined whether parental use of expressive suppression as an emotion regulation strategy facilitates the influence of parental stress on non-supportive responses by testing the relations in a mediation model. A sample of 140 Australian adults, who identified as parents with children aged 5 to 10 years, completed an online questionnaire. The measures explored recent symptoms of depression, anxiety, and stress, the use of expressive suppression as an emotion regulation strategy, and hypothetical parental responses to scenarios related to children’s expression of negative emotions. A mediated regression indicated that parents who reported higher levels of stress also reported higher levels of expressive suppression as an emotion regulation strategy and increased use of non-supportive responses in relation to young children’s expression of negative emotions. These findings suggest that parents who experience heightened symptoms of stress are more likely to both suppress their emotions in parent-child interaction and engage in non-supportive responses. Furthermore, higher use of expressive suppression strongly predicted the use of non-supportive responses, despite the presence of parental stress. Contrary to expectation, no indirect effect of stress on non-supportive responses was observed via expressive suppression. The findings from the study suggest that parental stress may become a more salient manifestation of psychological distress in a sub-clinical population of parents while contributing to impaired parental responses. As such, the study offers support for targeting overarching factors such as difficulties in parental emotion regulation and stress management, not only as an intervention for parental psychological distress, but also the detection and prevention of maladaptive parenting practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title="emotion regulation">emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20socialisation" title=" emotion socialisation"> emotion socialisation</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20suppression" title=" expressive suppression"> expressive suppression</a>, <a href="https://publications.waset.org/abstracts/search?q=non-supportive%20responses" title=" non-supportive responses"> non-supportive responses</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a> </p> <a href="https://publications.waset.org/abstracts/110523/the-role-of-parental-stress-and-emotion-regulation-in-responding-to-childrens-expression-of-negative-emotion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5006</span> Neuro-Fuzzy Based Model for Phrase Level Emotion Understanding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vadivel%20Ayyasamy">Vadivel Ayyasamy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present approach deals with the identification of Emotions and classification of Emotional patterns at Phrase-level with respect to Positive and Negative Orientation. The proposed approach considers emotion triggered terms, its co-occurrence terms and also associated sentences for recognizing emotions. The proposed approach uses Part of Speech Tagging and Emotion Actifiers for classification. Here sentence patterns are broken into phrases and Neuro-Fuzzy model is used to classify which results in 16 patterns of emotional phrases. Suitable intensities are assigned for capturing the degree of emotion contents that exist in semantics of patterns. These emotional phrases are assigned weights which supports in deciding the Positive and Negative Orientation of emotions. The approach uses web documents for experimental purpose and the proposed classification approach performs well and achieves good F-Scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=sentences" title=" sentences"> sentences</a>, <a href="https://publications.waset.org/abstracts/search?q=phrases" title=" phrases"> phrases</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns" title=" patterns"> patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy" title=" fuzzy"> fuzzy</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20orientation" title=" positive orientation"> positive orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20orientation" title=" negative orientation "> negative orientation </a> </p> <a href="https://publications.waset.org/abstracts/62118/neuro-fuzzy-based-model-for-phrase-level-emotion-understanding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5005</span> Age Related Changes in the Neural Substrates of Emotion Regulation: Mechanisms, Consequences, and Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasaman%20Mohammadi">Yasaman Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotion regulation is a complex process that allows individuals to manage and modulate their emotional responses in order to adaptively respond to environmental demands. As individuals age, emotion regulation abilities may decline, leading to an increased vulnerability to mood disorders and other negative health outcomes. Advances in neuroimaging techniques have greatly enhanced our understanding of the neural substrates underlying emotion regulation and age-related changes in these neural systems. Additionally, genetic research has identified several candidate genes that may influence age-related changes in emotion regulation. In this paper, we review recent findings from neuroimaging and genetic research on age-related changes in the neural substrates of emotion regulation, highlighting the mechanisms and consequences of these changes. We also discuss potential interventions, including cognitive and behavioral approaches, that may be effective in mitigating age-related declines in emotion regulation. We propose that a better understanding of the mechanisms underlying age-related changes in emotion regulation may lead to the development of more targeted interventions aimed at promoting healthy emotional functioning in older adults. Overall, this paper highlights the importance of studying age-related changes in emotion regulation and provides a roadmap for future research in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title="emotion regulation">emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=aging" title=" aging"> aging</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20substrates" title=" neural substrates"> neural substrates</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroimaging" title=" neuroimaging"> neuroimaging</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20functioning" title=" emotional functioning"> emotional functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=healthy%20aging" title=" healthy aging"> healthy aging</a> </p> <a href="https://publications.waset.org/abstracts/166512/age-related-changes-in-the-neural-substrates-of-emotion-regulation-mechanisms-consequences-and-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5004</span> Emotion Processing Differences Between People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elif%20Unveren">Elif Unveren</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Bozkurt"> Ozlem Bozkurt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotion processing happens when someone has a negative, stressful experience and gets over it in time, and it is a different experience for every person. As to look into emotion processing can be categorised by intensity, awareness, coordination, speed, accuracy and response. It may vary depending on people’s age, sex and conditions. Each emotion processing shows different activation patterns in different brain regions. Activation is significantly higher in the right frontal areas. The highest activation happens in extended frontotemporal areas during the processing of happiness, sadness and disgust. Those emotions also show widely disturbed differences and get produced earlier than anger and fear. For different occasions, listed variables may have less or more importance. A borderline personality disorder is a condition that creates an unstable personality, sudden mood swings and unpredictability of actions. According to a study that was made with healthy people and people who had BPD, there were significant differences in some categories of emotion processing, such as intensity, awareness and accuracy. According to another study that was made to show the emotional processing differences between puberty and was made for only females who were between the ages of 11 and 17, it was perceived that for different ages and hormone levels, different parts of the brain are used to understand the given task. Also, in the different study that was made for kids that were between the age of 4 and 15, it was observed that the older kids were processing emotion more intensely and expressing it to a greater extent. There was a significant increase in fear and disgust in those matters. To sum up, we can say that the activity of undertaking negative experiences is a unique thing for everybody for many different reasons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age" title="age">age</a>, <a href="https://publications.waset.org/abstracts/search?q=sex" title=" sex"> sex</a>, <a href="https://publications.waset.org/abstracts/search?q=conditions" title=" conditions"> conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20regions" title=" brain regions"> brain regions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20processing" title=" emotion processing"> emotion processing</a> </p> <a href="https://publications.waset.org/abstracts/164526/emotion-processing-differences-between-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5003</span> The Effect of Heart Rate and Valence of Emotions on Perceived Intensity of Emotion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madeleine%20Nicole%20G.%20Bernardo">Madeleine Nicole G. Bernardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Katrina%20T.%20Feliciano"> Katrina T. Feliciano</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Nonato%20A.%20Nacionales%20III"> Marcelo Nonato A. Nacionales III</a>, <a href="https://publications.waset.org/abstracts/search?q=Diane%20Frances%20M.%20Peralta"> Diane Frances M. Peralta</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20Nicole%20V.%20Profeta"> Denise Nicole V. Profeta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to find out if heart rate variability and valence of emotion have an effect on perceived intensity of emotion. Psychology undergraduates (N = 60) from the University of the Philippines Diliman were shown 10 photographs from the Japanese Female Facial Expression (JAFFE) Database, along with a corresponding questionnaire with a Likert scale on perceived intensity of emotion. In this 3 x 2 mixed subjects factorial design, each group was either made to do a simple exercise prior to answering the questionnaire in order to increase the heart rate, listen to a heart rate of 120 bpm, or colour a drawing to keep the heart rate stable. After doing the activity, the participants then answered the questionnaire, providing a rating of the faces according to the participants’ perceived emotional intensity on the photographs. The photographs presented were either of positive or negative emotional valence. The results of the experiment showed that neither an induced fast heart rate or perceived fast heart rate had any significant effect on the participants’ perceived intensity of emotion. There was also no interaction effect of heart rate variability and valence of emotion. The insignificance of results was explained by the Philippines’ high context culture, accompanied by the prevalence of both intensely valenced positive and negative emotions in Philippine society. Insignificance in the effects were also attributed to the Cannon-Bard theory, Schachter-Singer theory and various methodological limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heart%20rate%20variability" title="heart rate variability">heart rate variability</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20intensity%20of%20emotion" title=" perceived intensity of emotion"> perceived intensity of emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines "> Philippines </a>, <a href="https://publications.waset.org/abstracts/search?q=valence%20of%20emotion" title=" valence of emotion"> valence of emotion</a> </p> <a href="https://publications.waset.org/abstracts/92075/the-effect-of-heart-rate-and-valence-of-emotions-on-perceived-intensity-of-emotion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5002</span> Emotion Expression of the Leader and Collective Efficacy: Pride and Guilt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiu-Tsu%20Cho">Hsiu-Tsu Cho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collective efficacy refers to a group’s sense of its capacity to complete a task successfully or to reach objectives. Little effort has been expended on investigating the relationship between the emotion expression of a leader and collective efficacy. In this study, we examined the impact of the different emotions and emotion expression of a group leader on collective efficacy and explored whether the emotion–expressive effects differed under conditions of negative and positive emotions. A total of 240 undergraduate and graduate students recruited using Facebook and posters at a university participated in this research. The participants were separated randomly into 80 groups of four persons consisting of three participants and a confederate. They were randomly assigned to one of five conditions in a 2 (pride vs. guilt) × 2 (emotion expression of group leader vs. no emotion expression of group leader) factorial design and a control condition. Each four-person group was instructed to get the reward in a group competition of solving the five-disk Tower of Hanoi puzzle and making decisions on an investment case. We surveyed the participants by employing the emotional measure revised from previous researchers and collective efficacy questionnaire on a 5-point scale. To induce an emotion of pride (or guilt), the experimenter announced whether the group performance was good enough to have a chance of getting the reward (ranking the top or bottom 20% among all groups) after group task. The leader (confederate) could either express or not express a feeling of pride (or guilt) following the instruction according to the assigned condition. To check manipulation of emotion, we added a control condition under which the experimenter revealed no results regarding group performance in maintaining a neutral emotion. One-way ANOVAs and post hoc pairwise comparisons among the three emotion conditions (pride, guilt, and control condition) involved assigning pride and guilt scores (pride: F(1,75) = 32.41, p < .001; guilt: F(1,75) = 6.75, p < .05). The results indicated that manipulations of emotion were successful. A two-way between-measures ANOVA was conducted to examine the predictions of the main effects of emotion types and emotion expression as well as the interaction effect of these two variables on collective efficacy. The experimental findings suggest that pride did not affect collective efficacy (F(1,60) = 1.90, ns.) more than guilt did and that the group leader did not motivate collective efficacy regardless of whether he or she expressed emotion (F(1,60) = .89, ns.). However, the interaction effect of emotion types and emotion expression was statistically significant (F(1,60) = 4.27, p < .05, ω2 = .066); the effects accounted for 6.6% of the variance. Additional results revealed that, under the pride condition, the leader enhanced group efficacy when expressing emotion, whereas, under the guilt condition, an expression of emotion could reduce collective efficacy. Overall, these findings challenge the assumption that the effect of expression emotion are the same on all emotions and suggest that a leader should be cautious when expressing negative emotions toward a group to avoid reducing group effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20efficacy" title="collective efficacy">collective efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20leader" title=" group leader"> group leader</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20expression" title=" emotion expression"> emotion expression</a>, <a href="https://publications.waset.org/abstracts/search?q=pride" title=" pride"> pride</a>, <a href="https://publications.waset.org/abstracts/search?q=guilty" title=" guilty"> guilty</a> </p> <a href="https://publications.waset.org/abstracts/44290/emotion-expression-of-the-leader-and-collective-efficacy-pride-and-guilt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5001</span> A Literature Review of Emotional Labor and Non-Task Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeong-Gyeong%20%20Choi">Yeong-Gyeong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoung-Seok%20%20Kim"> Kyoung-Seok Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, literature review research, intends to deal with the problem of conceptual ambiguity among research on emotional labor, and to look into the evolutionary trends and changing aspects of defining the concept of emotional labor. In addition, in existing studies, deep acting and surface acting are highly related to a positive outcome variable and a negative outcome variable, respectively. It was confirmed that for employees performing emotional labor, deep acting and surface acting are highly related to OCB and CWB, respectively. While positive emotion that employees come to experience during job performance process can easily trigger a positive non-task behavior such as OCB, negative emotion that employees experience through excessive workload or unfair treatment can easily induce a negative behavior like CWB. The two management behaviors of emotional labor, surface acting and deep acting, can have either a positive or negative effect on non-task behavior of employees, depending on which one they would choose. Thus, the purpose of this review paper is to clarify the relationship between emotional labor and non-task behavior more specifically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20labor" title="emotion labor">emotion labor</a>, <a href="https://publications.waset.org/abstracts/search?q=non-task%20behavior" title=" non-task behavior"> non-task behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=OCB" title=" OCB"> OCB</a>, <a href="https://publications.waset.org/abstracts/search?q=CWB" title=" CWB"> CWB</a> </p> <a href="https://publications.waset.org/abstracts/31083/a-literature-review-of-emotional-labor-and-non-task-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5000</span> An Investigation the Effectiveness of Emotion Regulation Training on the Reduction of Cognitive-Emotion Regulation Problem in Patients with Multiple Sclerosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahboobeh%20Sadeghi">Mahboobeh Sadeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Izadi%20Khah"> Zahra Izadi Khah</a>, <a href="https://publications.waset.org/abstracts/search?q=Mansour%20Hakim%20Javadi"> Mansour Hakim Javadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Gholamali%20Lavasani"> Masoud Gholamali Lavasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Since there is a relation between psychological and physiological factors, the aim of this study was to examine the effect of Emotion Regulation training on cognitive emotion regulation problem in patients with Multiple Sclerosis(MS) Method: In a randomized clinical trial thirty patients diagnosed with Multiple Sclerosis referred to state welfare organization were selected. The sample group was randomized into either an experimental group or a nonintervention control group. The subjects participated in 75-minute treatment sessions held three times a week for 4weeks (12 sessions). All 30 individuals were administered with Cognitive Emotion Regulation questionnaire (CERQ). Participants completed the questionnaire in pretest and post-test. Data obtained from the questionnaire was analyzed using Mancova. Results: Emotion Regulation significantly decreased the Cognitive Emotion Regulation problems patients with Multiple sclerosis (p < 0.001). Conclusions: Emotion Regulation can be used for the treatment of cognitive-emotion regulation problem in Multiple sclerosis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Multiple%20Sclerosis" title="Multiple Sclerosis">Multiple Sclerosis</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive-emotion%20regulation" title=" cognitive-emotion regulation"> cognitive-emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=MS" title=" MS"> MS</a> </p> <a href="https://publications.waset.org/abstracts/8075/an-investigation-the-effectiveness-of-emotion-regulation-training-on-the-reduction-of-cognitive-emotion-regulation-problem-in-patients-with-multiple-sclerosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4999</span> The Effect of Emotion Self-Confidence and Perceived Social Support on Hong Kong Higher-Education Students' Suicide-Related Emotional Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Ching">K. C. Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public concern over the increasing prevalence of student suicide in Hong Kong. Some identify the problem with insufficient social support, while some attribute it to the vast fluctuations in emotional experience and the hindrances to emotion-regulation, both typical of adolescence and emerging adulthood. This study is thus designed to explore the respective effect of perceived social support and emotion self-confidence, on positive emotions and negative emotions. Fifty-seven Hong Kong higher-education students (17 males, 40 females) aged between 18 and 25 (M = 21.78) responded to an online questionnaire consisted of self-reported measures of perceived social support, emotional self-confidence, positive emotions, and negative emotions. Hierarchical regression analysis revealed that emotional self-confidence positively associated with positive emotions and negatively with negative emotions, while perceived social support positively associated with positive emotions but was not related to negative emotions. Perceived social support and emotional self-confidence both predicted positive emotions, but did not interact to predict any emotional outcome. It is concluded that students’ positive and negative emotional experiences are closely related to their emotion-regulation process. But for social support, its effect is merely protective, meaning that although perceived social support generally promotes positive emotions, it alone does not suffice to alleviate students’ negative emotions. These conclusions carry profound implications to suicide prevention practices, including that most existing suicide prevention campaigns should advance from merely fostering mutual support to directly promoting adaptive coping of emotional negativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title="emerging adulthood">emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-confidence" title=" emotional self-confidence"> emotional self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=hong%20kong" title=" hong kong"> hong kong</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title=" suicide prevention"> suicide prevention</a> </p> <a href="https://publications.waset.org/abstracts/120833/the-effect-of-emotion-self-confidence-and-perceived-social-support-on-hong-kong-higher-education-students-suicide-related-emotional-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4998</span> Emotions and Message Sharing on the Chinese Microblog</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yungeng%20Xie">Yungeng Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Cong%20Liu"> Cong Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi%20Liu"> Yi Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuanao%20Wan"> Xuanao Wan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore microblog users’ emotion expression and sharing behaviors on the Chinese microblog (Weibo). The first theme of study analyzed whether microblog emotions impact readers’ message sharing behaviors, specifically, how the strength of emotion (positive and negative) in microblog messages facilitate/inhibit readers’ sharing behaviors. The second theme compared the differences among the three types of microblog users (i.e., verified enterprise users, verified individual users and unverified users) in terms of their profiles and microblog behaviors. A total of 7114 microblog messages about 24 hot public events in China were sampled from Sina Weibo. The first study results show that strength of negative emotions that microblog messages carry significantly increase the possibility of the message being shared. The second study results indicate that there are significant differences across the three types of users in terms of their emotion expression and its influence on microblog behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20expression" title="emotion expression">emotion expression</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20diffusion" title=" information diffusion"> information diffusion</a>, <a href="https://publications.waset.org/abstracts/search?q=microblog" title=" microblog"> microblog</a>, <a href="https://publications.waset.org/abstracts/search?q=sharing" title=" sharing"> sharing</a> </p> <a href="https://publications.waset.org/abstracts/43998/emotions-and-message-sharing-on-the-chinese-microblog" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43998.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4997</span> Military Leadership: Emotion Culture and Emotion Coping in Morally Stressful Situations </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Nilsson">Sofia Nilsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Ohlsson"> Alicia Ohlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda-Marie%20Lundqvist"> Linda-Marie Lundqvist</a>, <a href="https://publications.waset.org/abstracts/search?q=Aida%20Alvinius"> Aida Alvinius</a>, <a href="https://publications.waset.org/abstracts/search?q=Peder%20Hyllengren"> Peder Hyllengren</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerry%20Larsson"> Gerry Larsson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In irregular warfare contexts, military personnel are often presented with morally ambiguous situations where they are aware of the morally correct choice but may feel prevented to follow through with it due to organizational demands. Moral stress and/or injury can be the outcome of the individual’s experienced dissonance. These types of challenges put a large demand on the individual to manage their own emotions and the emotions of others, particularly in the case of a leader. Both the ability and inability for emotional regulation can result in different combinations of short and long term reactions after morally stressful events, which can be either positive or negative. Our study analyzed the combination of these reactions based upon the types of morally challenging events that were described by the subjects. 1)What institutionalized norms concerning emotion regulation are favorable in short-and long-term perspectives after a morally stressful event? 2)What individual emotion-focused coping strategies are favorable in short-and long-perspectives after a morally stressful? To address these questions, we conducted a quantitative study in military contexts in Sweden and Norway on upcoming or current military officers (n=331). We tested a theoretical model built upon a recently developed qualitative study. The data was analyzed using factor analysis, multiple regression analysis and subgroup analyses. The results indicated that an individual’s restriction of emotion in order to achieve an organizational goal, which results in emotional dissonance, can be an effective short term strategy for both the individual and the organization; however, it appears to be unfavorable in a long-term perspective which can result in negative reactions. Our results are intriguing because they showed an increased percentage of reported negative long term reactions (13%), which indicated PTSD-related symptoms in comparison to previous Swedish studies which indicated lower PTSD symptomology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20culture" title="emotion culture">emotion culture</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20coping" title=" emotion coping"> emotion coping</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20management" title=" emotion management"> emotion management</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a> </p> <a href="https://publications.waset.org/abstracts/23071/military-leadership-emotion-culture-and-emotion-coping-in-morally-stressful-situations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">598</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4996</span> Emotion Dysregulation as Mediator between Child Abuse and Opiate Use Motives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usha%20Barahmand">Usha Barahmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khazaee"> Ali Khazaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Goudarz%20Sadeghi%20Hashjin"> Goudarz Sadeghi Hashjin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coping motives are considered to be indicators of problematic substance use. The present investigation examined a model with emotional abuse as an antecedent and emotional dysregulation as a mediator leading to substance use. The intent of this study was to examine the associations between various types of childhood maltreatment and motives for substance use. The sample consisted of 72 male opiate users recruited from those enrolled for Methadone Maintenance treatment. Participants responded to measures of childhood maltreatment, emotion dysregulation, and motives for opiate use. All data were analyzed using Pearson's correlation coefficients and bootstrap analysis of mediation. Results supported the hypothesis that the experience of emotional abuse in childhood is associated with problems in regulating emotions which in turn correlates with opiate use as a way to cope with negative affect, to enhance positive effect or to obtain social rewards. Bootstrap analysis confirmed the mediating role of emotion dysregulation. Findings support the potential utility of further research into emotion dysregulation and motives as antecedents of problematic opiate use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20abuse" title="childhood abuse">childhood abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20dysregulation" title=" emotion dysregulation"> emotion dysregulation</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use" title=" substance use"> substance use</a> </p> <a href="https://publications.waset.org/abstracts/33925/emotion-dysregulation-as-mediator-between-child-abuse-and-opiate-use-motives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4995</span> An Investigation of the Effects of Emotional Experience Induction on Mirror Neurons System Activity with Regard to Spectrum of Depressive Symptoms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elyas%20Akbari">Elyas Akbari</a>, <a href="https://publications.waset.org/abstracts/search?q=Jafar%20Hasani"> Jafar Hasani</a>, <a href="https://publications.waset.org/abstracts/search?q=Newsha%20Dehestani"> Newsha Dehestani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Khaleghi"> Mohammad Khaleghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Moradi"> Alireza Moradi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to assess the effect of emotional experience induction in the mirror neurons systems (MNS) activity with regard to the spectrum of depressive symptoms. For this purpose, at first stage, 449 students of Kharazmi University of Tehran were selected randomly and completed the second version of the Beck Depression Inventory (BDI-II). Then, 36 students with standard Z-score equal or above +1.5 and equal or equal or below -1.5 were selected to construct two groups of high and low spectrum of depressive symptoms. In the next stage, the basic activity of MNS was recorded (mu wave) before presenting the positive and negative emotional video clips by Electroencephalography (EEG) technique. The findings related to emotion induction (neutral, negative and positive emotion) demonstrated that the activity of recorded mirror neuron areas had a significant difference between the depressive and non-depressive groups. These findings suggest that probably processing of negative emotions in depressive individuals is due to the idea that the mirror neurons in motor cortex matched up the activity of cognitive regions with the person’s schema. Considering the results of the present study, it could be said that the MNS provides a substrate where emotional disorders can be studied and evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20experiences" title="emotional experiences">emotional experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=mirror%20neurons" title=" mirror neurons"> mirror neurons</a>, <a href="https://publications.waset.org/abstracts/search?q=depressive%20symptoms" title=" depressive symptoms"> depressive symptoms</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20and%20positive%20emotion" title=" negative and positive emotion"> negative and positive emotion</a> </p> <a href="https://publications.waset.org/abstracts/65035/an-investigation-of-the-effects-of-emotional-experience-induction-on-mirror-neurons-system-activity-with-regard-to-spectrum-of-depressive-symptoms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4994</span> Parental Bonding and Cognitive Emotion Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fariea%20Bakul">Fariea Bakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Chhanda%20Karmaker"> Chhanda Karmaker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to investigate the effects of parental bonding on adult’s cognitive emotion regulation and also to investigate gender differences in parental bonding and cognitive emotion regulation. Data were collected by using convenience sampling technique from 100 adult students (50 males and 50 females) of different universities of Dhaka city, ages between 20 to 25 years, using Bengali version of Parental Bonding Inventory and Bengali version of Cognitive Emotion Regulation Questionnaire. The obtained data were analyzed by using multiple regression analysis and independent samples t-test. The results revealed that fathers care (β =0.317, p < 0.05) was only significantly positively associated with adult’s cognitive emotion regulation. Adjusted R² indicated that the model explained 30% of the variance in adult’s adaptive cognitive emotion regulation. No significant association was found between parental bonding and less adaptive cognitive emotion regulations. Results from independent samples t-test also revealed that there was no significant gender difference in both parental bonding and cognitive emotion regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20emotion%20regulation" title="cognitive emotion regulation">cognitive emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20bonding" title=" parental bonding"> parental bonding</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20care" title=" parental care"> parental care</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20over-protection" title=" parental over-protection"> parental over-protection</a> </p> <a href="https://publications.waset.org/abstracts/66673/parental-bonding-and-cognitive-emotion-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4993</span> Interpersonal Emotion Regulation in Adolescence: An Enhanced Critical Incident Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Setareh%20Shayanfar">Setareh Shayanfar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increasing importance of peer relationships during adolescence, the present study aimed to examine peer interactions that facilitate or hinder adolescents’ regulation of negative emotions. Using the Enhanced Critical Incident Technique, 1-hour semi-structured interviews were conducted with 16 junior high school adolescents. Participants were asked to recall situations when they experienced strong negative emotions during the past school year, indicate the peer interactions that helped or hindered their emotion regulation, and identify prospective interactions with the potential to help regulate their emotions. Data analysis extracted 182 critical incidents, including 109 helping incidents, 45 hindering incidents, and 28 wish list items, which generated 10 categories nested within four overarching themes: Positive Personal Support included (a) supportive presence, (b) expressing concern, (c) empathizing, and (d) encouraging and cheering up; while Strategy Transmission included (e) sharing perspective, and (f) giving advice; Activated Support included (g) taking action, and (h) distracting; while Negative Personal Interactions included (i) withdrawing and (j) punishing. Implications for mental health and service providers, as well as recommendations for future research, are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20critical%20incident%20technique" title=" enhanced critical incident technique"> enhanced critical incident technique</a>, <a href="https://publications.waset.org/abstracts/search?q=peers" title=" peers "> peers </a> </p> <a href="https://publications.waset.org/abstracts/98325/interpersonal-emotion-regulation-in-adolescence-an-enhanced-critical-incident-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4992</span> Automatic Detection and Filtering of Negative Emotion-Bearing Contents from Social Media in Amharic Using Sentiment Analysis and Deep Learning Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derejaw%20Lake%20Melie">Derejaw Lake Melie</a>, <a href="https://publications.waset.org/abstracts/search?q=Alemu%20Kumlachew%20Tegegne"> Alemu Kumlachew Tegegne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing prevalence of social media in Ethiopia has exacerbated societal challenges by fostering the proliferation of negative emotional posts and comments. Illicit use of social media has further exacerbated divisions among the population. Addressing these issues through manual identification and aggregation of emotions from millions of users for swift decision-making poses significant challenges, particularly given the rapid growth of Amharic language usage on social platforms. Consequently, there is a critical need to develop an intelligent system capable of automatically detecting and categorizing negative emotional content into social, religious, and political categories while also filtering out toxic online content. This paper aims to leverage sentiment analysis techniques to achieve automatic detection and filtering of negative emotional content from Amharic social media texts, employing a comparative study of deep learning algorithms. The study utilized a dataset comprising 29,962 comments collected from social media platforms using comment exporter software. Data pre-processing techniques were applied to enhance data quality, followed by the implementation of deep learning methods for training, testing, and evaluation. The results showed that CNN, GRU, LSTM, and Bi-LSTM classification models achieved accuracies of 83%, 50%, 84%, and 86%, respectively. Among these models, Bi-LSTM demonstrated the highest accuracy of 86% in the experiment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=negative%20emotion" title="negative emotion">negative emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20detection" title=" emotion detection"> emotion detection</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20filtering%20sentiment%20analysis" title=" social media filtering sentiment analysis"> social media filtering sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning." title=" deep learning."> deep learning.</a> </p> <a href="https://publications.waset.org/abstracts/191945/automatic-detection-and-filtering-of-negative-emotion-bearing-contents-from-social-media-in-amharic-using-sentiment-analysis-and-deep-learning-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4991</span> Measuring Emotion Dynamics on Facebook: Associations between Variability in Expressed Emotion and Psychological Functioning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20M.%20Seabrook">Elizabeth M. Seabrook</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikki%20S.%20Rickard"> Nikki S. Rickard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Examining time-dependent measures of emotion such as variability, instability, and inertia, provide critical and complementary insights into mental health status. Observing changes in the pattern of emotional expression over time could act as a tool to identify meaningful shifts between psychological well- and ill-being. From a practical standpoint, however, examining emotion dynamics day-to-day is likely to be burdensome and invasive. Utilizing social media data as a facet of lived experience can provide real-world, temporally specific access to emotional expression. Emotional language on social media may provide accurate and sensitive insights into individual and community mental health and well-being, particularly with focus placed on the within-person dynamics of online emotion expression. The objective of the current study was to examine the dynamics of emotional expression on the social network platform Facebook for active users and their relationship with psychological well- and ill-being. It was expected that greater positive and negative emotion variability, instability, and inertia would be associated with poorer psychological well-being and greater depression symptoms. Data were collected using a smartphone app, MoodPrism, which delivered demographic questionnaires, psychological inventories assessing depression symptoms and psychological well-being, and collected the Status Updates of consenting participants. MoodPrism also delivered an experience sampling methodology where participants completed items assessing positive affect, negative affect, and arousal, daily for a 30-day period. The number of positive and negative words in posts was extracted and automatically collated by MoodPrism. The relative proportion of positive and negative words from the total words written in posts was then calculated. Preliminary analyses have been conducted with the data of 9 participants. While these analyses are underpowered due to sample size, they have revealed trends that greater variability in the emotion valence expressed in posts is positively associated with greater depression symptoms (r(9) = .56, p = .12), as is greater instability in emotion valence (r(9) = .58, p = .099). Full data analysis utilizing time-series techniques to explore the Facebook data set will be presented at the conference. Identifying the features of emotion dynamics (variability, instability, inertia) that are relevant to mental health in social media emotional expression is a fundamental step in creating automated screening tools for mental health that are temporally sensitive, unobtrusive, and accurate. The current findings show how monitoring basic social network characteristics over time can provide greater depth in predicting risk and changes in depression and positive well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20sampling%20methods" title=" experience sampling methods"> experience sampling methods</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/63064/measuring-emotion-dynamics-on-facebook-associations-between-variability-in-expressed-emotion-and-psychological-functioning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4990</span> How to Affect Brand Attitude with Authenticity in Advertising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tang">Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yun-Chia"> Yun-Chia</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiu"> Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hung-Chang"> Hung-Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Authenticity in advertising, is the cornerstone of modern marketing. Despite research advances related to the role of authenticity in marketing, it remains unclear why customers respond to authentic brand stories. This study shows that different personality traits moderate the influence of various types of authenticity on people’s levels of emotion. Both indexical and iconic authenticity advertising evoke more positive emotions among extroverts and open and agreeable people. When neurotic people and conscientious people read iconic authenticity advertisements, rather than indexical authenticity ones, they produce more negative emotions. The emotion evoked by advertising in turn has a positive impact on brand attitude. These findings provide managerial implications and directions for practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=authenticity" title=" authenticity"> authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a> </p> <a href="https://publications.waset.org/abstracts/28339/how-to-affect-brand-attitude-with-authenticity-in-advertising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4989</span> The Role of Cultural Expectations in Emotion Regulation among Nepali Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martha%20Berg">Martha Berg</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Ramaiya"> Megan Ramaiya</a>, <a href="https://publications.waset.org/abstracts/search?q=Andi%20Schmidt"> Andi Schmidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Susanna%20Sharma"> Susanna Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Brandon%20Kohrt"> Brandon Kohrt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nepali adolescents report tension and negative emotion due to perceived expectations of both academic and social achievement. These societal goals, which are internalized through early-life socialization, drive the development of self-regulatory processes such as emotion regulation. Emotion dysregulation is linked with adverse psychological outcomes such as depression, self-harm, and suicide, which are public health concerns for organizations working with Nepali adolescents. This study examined the relation among socialization, internalized cultural goals, and emotion regulation to inform interventions for reducing depression and suicide in this population. Participants included 102 students in grades 7 through 9 in a post-earthquake school setting in rural Kathmandu valley. All participants completed a tablet-based battery of quantitative measures, comprising transculturally adapted assessments of emotion regulation, depression, and self-harm/suicide ideation and behavior. Qualitative measures included two focus groups and semi-structured interviews with 22 students and 3 parents. A notable proportion of the sample reported depression symptoms in the past 2 weeks (68%), lifetime self-harm ideation (28%), and lifetime suicide attempts (13%). Students who lived with their nuclear family reported lower levels of difficulty than those who lived with more distant relatives (z=2.16, p=.03), which suggests a link between family environment and adolescent emotion regulation, potentially mediated by socialization and internalization of cultural goals. These findings call for further research into the aspects of nuclear versus extended family environments that shape the development of emotion regulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20mental%20health" title="adolescent mental health">adolescent mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=socialization" title=" socialization"> socialization</a> </p> <a href="https://publications.waset.org/abstracts/61582/the-role-of-cultural-expectations-in-emotion-regulation-among-nepali-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4988</span> Deep-Learning Based Approach to Facial Emotion Recognition through Convolutional Neural Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouha%20Khediri">Nouha Khediri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Ben%20Ammar"> Mohammed Ben Ammar</a>, <a href="https://publications.waset.org/abstracts/search?q=Monji%20Kherallah"> Monji Kherallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, facial emotion recognition (FER) has become increasingly essential to understand the state of the human mind. Accurately classifying emotion from the face is a challenging task. In this paper, we present a facial emotion recognition approach named CV-FER, benefiting from deep learning, especially CNN and VGG16. First, the data is pre-processed with data cleaning and data rotation. Then, we augment the data and proceed to our FER model, which contains five convolutions layers and five pooling layers. Finally, a softmax classifier is used in the output layer to recognize emotions. Based on the above contents, this paper reviews the works of facial emotion recognition based on deep learning. Experiments show that our model outperforms the other methods using the same FER2013 database and yields a recognition rate of 92%. We also put forward some suggestions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CNN" title="CNN">CNN</a>, <a href="https://publications.waset.org/abstracts/search?q=deep-learning" title=" deep-learning"> deep-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=facial%20emotion%20recognition" title=" facial emotion recognition"> facial emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/150291/deep-learning-based-approach-to-facial-emotion-recognition-through-convolutional-neural-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4987</span> Comparing Emotion Recognition from Voice and Facial Data Using Time Invariant Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesna%20Kirandziska">Vesna Kirandziska</a>, <a href="https://publications.waset.org/abstracts/search?q=Nevena%20Ackovska"> Nevena Ackovska</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Madevska%20Bogdanova"> Ana Madevska Bogdanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problem of emotion recognition is a challenging problem. It is still an open problem from the aspect of both intelligent systems and psychology. In this paper, both voice features and facial features are used for building an emotion recognition system. A Support Vector Machine classifiers are built by using raw data from video recordings. In this paper, the results obtained for the emotion recognition are given, and a discussion about the validity and the expressiveness of different emotions is presented. A comparison between the classifiers build from facial data only, voice data only and from the combination of both data is made here. The need for a better combination of the information from facial expression and voice data is argued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20recognition" title="emotion recognition">emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=facial%20recognition" title=" facial recognition"> facial recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=signal%20processing" title=" signal processing"> signal processing</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/42384/comparing-emotion-recognition-from-voice-and-facial-data-using-time-invariant-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4986</span> Changes in EEG and Emotion Regulation in the Course of Inward-Attention Meditation Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuchien%20Lin">Yuchien Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempted to investigate the changes in electroencephalography (EEG) and emotion regulation following eight-week inward-attention meditation training program. The subjects were 24 adults without meditation experiences divided into meditation and control groups. The quantitatively analyzed changes in psychophysiological parameters during inward-attention meditation, and evaluated the emotion scores assessed by the State-Trait Anxiety Inventory (STAI), the Positive and Negative Affect Schedule (PANAS), and the Emotion Regulation Scale (ERS). The results were found: (1) During meditation, significant EEG increased for theta-band activity in the frontal and the bilateral temporal areas, for alpha-band activity in the left and central frontal areas, and for gamma-band activity in the left frontal and the left temporal areas. (2) The meditation group had significantly higher positive affect in posttest than in pretest. (3) There was no significant difference in the changes of EEG spectral characteristics and emotion scores in posttest and pretest for the control group. In the present study, a unique meditative concentration task with a constant level of moderate mental effort focusing on the center of brain was used, so as to enhance frontal midline theta, alpha, and gamma-band activity. These results suggest that this mental training allows individual reach a specific mental state of relaxed but focused awareness. The gamma-band activity, in particular, enhanced over left frontoparietal area may suggest that inward-attention meditation training involves temporal integrative mechanisms and may induce short-term and long-term emotion regulation abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meditation" title="meditation">meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma%20activity" title=" gamma activity"> gamma activity</a> </p> <a href="https://publications.waset.org/abstracts/71523/changes-in-eeg-and-emotion-regulation-in-the-course-of-inward-attention-meditation-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4985</span> Job Characteristics, Emotion Regulation and University Teachers' Well-Being: A Job Demands-Resources Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiying%20Han">Jiying Han</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is widely known to be an emotional endeavor, and teachers’ ability to regulate their emotions is important for their well-being and the effectiveness of their classroom management. Considering that teachers’ emotion regulation is an underexplored issue in the field of educational research, some studies have attempted to explore the role of emotion regulation in teachers’ work and to explore the links between teachers’ emotion regulation, job characteristics, and well-being, based on the Job Demands-Resources (JD-R) model. However, those studies targeted primary or secondary teachers. So far, very little is known about the relationships between university teachers’ emotion regulation and its antecedents and effects on teacher well-being. Based on the job demands-resources model and emotion regulation theory, this study examined the relationships between job characteristics of university teaching (i.e., emotional job demands and teaching support), emotion regulation strategies (i.e., reappraisal and suppression), and university teachers’ well-being. Data collected from a questionnaire survey of 643 university teachers in China were analysed. The results indicated that (1) both emotional job demands and teaching support had desirable effects on university teachers’ well-being; (2) both emotional job demands and teaching support facilitated university teachers’ use of reappraisal strategies; and (3) reappraisal was beneficial to university teachers’ well-being, whereas suppression was harmful. These findings support the applicability of the job demands-resources model to the contexts of higher education and highlight the mediating role of emotion regulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20job%20demands" title="emotional job demands">emotional job demands</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20support" title=" teaching support"> teaching support</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation%20strategies" title=" emotion regulation strategies"> emotion regulation strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20job%20demands-resources%20model" title=" the job demands-resources model"> the job demands-resources model</a> </p> <a href="https://publications.waset.org/abstracts/119662/job-characteristics-emotion-regulation-and-university-teachers-well-being-a-job-demands-resources-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4984</span> Computerized Scoring System: A Stethoscope to Understand Consumer's Emotion through His or Her Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20Yang">Chen Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20Hu"> Jun Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ping%20Li"> Ping Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Lili%20Xue"> Lili Xue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most companies pay careful attention to consumer feedback collection, so it is popular to find the ‘feedback’ button of all kinds of mobile apps. Yet it is much more changeling to analyze these feedback texts and to catch the true feelings of a consumer regarding either a problem or a complimentary of consumers who hands out the feedback. Especially to the Chinese content, it is possible that; in one context the Chinese feedback expresses positive feedback, but in the other context, the same Chinese feedback may be a negative one. For example, in Chinese, the feedback 'operating with loudness' works well with both refrigerator and stereo system. Apparently, this feedback towards a refrigerator shows negative feedback; however, the same feedback is positive towards a stereo system. By introducing Bradley, M. and Lang, P.'s Affective Norms for English Text (ANET) theory and Bucci W.’s Referential Activity (RA) theory, we, usability researchers at Pingan, are able to decipher the feedback and to find the hidden feelings behind the content. We subtract 2 disciplines ‘valence’ and ‘dominance’ out of 3 of ANET and 2 disciplines ‘concreteness’ and ‘specificity’ out of 4 of RA to organize our own rating system with a scale of 1 to 5 points. This rating system enables us to judge the feelings/emotion behind each feedback, and it works well with both single word/phrase and a whole paragraph. The result of the rating reflects the strength of the feeling/emotion of the consumer when he/she is typing the feedback. In our daily work, we first require a consumer to answer the net promoter score (NPS) before writing the feedback, so we can determine the feedback is positive or negative. Secondly, we code the feedback content according to company problematic list, which contains 200 problematic items. In this way, we are able to collect the data that how many feedbacks left by the consumer belong to one typical problem. Thirdly, we rate each feedback based on the rating system mentioned above to illustrate the strength of the feeling/emotion when our consumer writes the feedback. In this way, we actually obtain two kinds of data 1) the portion, which means how many feedbacks are ascribed into one problematic item and 2) the severity, how strong the negative feeling/emotion is when the consumer is writing this feedback. By crossing these two, and introducing the portion into X-axis and severity into Y-axis, we are able to find which typical problem gets the high score in both portion and severity. The higher the score of a problem has, the more urgent a problem is supposed to be solved as it means more people write stronger negative feelings in feedbacks regarding this problem. Moreover, by introducing hidden Markov model to program our rating system, we are able to computerize the scoring system and are able to process thousands of feedback in a short period of time, which is efficient and accurate enough for the industrial purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computerized%20scoring%20system" title="computerized scoring system">computerized scoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=feeling%2Femotion%20of%20consumer%20feedback" title=" feeling/emotion of consumer feedback"> feeling/emotion of consumer feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=referential%20activity" title=" referential activity"> referential activity</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/96935/computerized-scoring-system-a-stethoscope-to-understand-consumers-emotion-through-his-or-her-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4983</span> The Affect of Ethnic Minority People: A Prediction by Gender and Marital Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20M.%20Rezaul%20Karim">A. K. M. Rezaul Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Yusuf%20Mahmud"> Abu Yusuf Mahmud</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Mahmud"> S. H. Mahmud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to investigate whether the affect (experience of feeling or emotion) of ethnic minority people can be predicted by gender and marital status. Toward this end, positive affect and negative affect of 103 adult indigenous persons were measured. Analysis of data in multiple regressions demonstrated that both gender and marital status are significantly associated with positive affect (Gender: β=.318, p < .001; Marital status: β=.201, p < .05), but not with negative affect. Results indicated that the indigenous males have 0.32 standard deviations increased positive affect as compared to the indigenous females and that married individuals have 0.20 standard deviations increased positive affect as compared to their unmarried counterparts. These findings advance our understanding that gender and marital status inequalities in the experience of emotion are not specific to the mainstream society; rather it is a generalized picture of all societies. In general, men possess more positive affect than females; married persons possess more positive affect than the unmarried persons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20affect" title="positive affect">positive affect</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20affect" title=" negative affect"> negative affect</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20status" title=" marital status"> marital status</a> </p> <a href="https://publications.waset.org/abstracts/5538/the-affect-of-ethnic-minority-people-a-prediction-by-gender-and-marital-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4982</span> A Systematic Review Emotion Regulation through Music in Children, Adults, and Elderly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabiana%20Ribeiro">Fabiana Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Moreno"> Ana Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Oliveira"> Antonio Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Oliveira-Silva"> Patricia Oliveira-Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music is present in our daily lives, and to our knowledge music is often used to change the emotions in the listeners. For this reason, the objective of this study was to explore and synthesize results examining the use and effects of music on emotion regulation in children, adults, and elderly, and clarify if the music is effective across ages to promote emotion regulation. A literature search was conducted using ISI Web of Knowledge, Pubmed, PsycINFO, and Scopus, inclusion criteria comprised children, adolescents, young, and old adults, including health population. Articles applying musical intervention, specifically musical listening, and assessing the emotion regulation directly through reports or neurophysiological measures were included in this review. Results showed age differences in the function of musical listening; initially, adolescents revealed age increments in emotional listening compared to children, and young adults in comparison to older adults, in which the first use music aiming to emotion regulation and social connection, while older adults also utilize music as emotion regulation searching for personal growth. Moreover, some of the studies showed that personal characteristics also would determine the efficiency of the emotion regulation strategy. In conclusion, it was observed that music could beneficiate all ages investigated, however, this review detected a necessity to develop adequate paradigms to explore the use of music for emotion regulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20listening" title=" musical listening"> musical listening</a> </p> <a href="https://publications.waset.org/abstracts/98460/a-systematic-review-emotion-regulation-through-music-in-children-adults-and-elderly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4981</span> The Role of Attachment and Dyadic Coping in Shaping Relational Intimacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Wendolowska">Anna Wendolowska</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorota%20Czyzowska"> Dorota Czyzowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An intimate relationship is a significant factor that influences romantic partners’ well-being. In the face of stress, avoidant partners often employ a defense-against-intimacy strategy, leading to reduced relationship satisfaction, intimacy, interdependence, and longevity. Dyadic coping can buffer the negative effects of stress on relational satisfaction. Emotional competence mediates the relationship between insecure attachment and intimacy. In the current study, the link between attachment, different forms of dyadic coping, and various aspects of relationship satisfaction was examined. Both partners completed the attachment style questionnaire, the well matching couple questionnaire, and the dyadic coping inventory. The data was analyzed using the actor–partner interdependence model. The results highlighted a negative association between insecure-avoidant attachment style and intimacy. The actor effects of avoidant attachment on relational intimacy for women and for men were significant, whilst the partner effects for both spouses were not significant. The emotion-focused common dyadic coping moderated the relationship between avoidance of attachment and the partner's sense of intimacy. After controlling for the emotion-focused common dyadic coping, the actor effect of attachment on intimacy for men was slightly weaker, and the actor effect for women turned out to be insignificant. The emotion-focused common dyadic coping weakened the negative association between insecure attachment and relational intimacy. The impact of adult attachment and dyadic coping significantly contributes to subjective relational well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20attachment" title="adult attachment">adult attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=dyadic%20coping" title=" dyadic coping"> dyadic coping</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20intimacy" title=" relational intimacy"> relational intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20satisfaction" title=" relationship satisfaction"> relationship satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/137141/the-role-of-attachment-and-dyadic-coping-in-shaping-relational-intimacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4980</span> Direct and Indirect Effects of Childhood Traumas, Emotion Regulation Difficulties and Age on Tendency to Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selin%20Kara-Bah%C3%A7ekap%C4%B1l%C4%B1">Selin Kara-Bahçekapılı</a>, <a href="https://publications.waset.org/abstracts/search?q=Bengisu%20Nehir%20Ayd%C4%B1n"> Bengisu Nehir Aydın</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: In this study, it is aimed to examine the relationship between childhood traumas (overprotection-control, emotional/physical/sexual abuse, emotional/physical neglect), age, emotional regulation difficulties, and the tendency of violence in adults. In the study, the direct and indirect effects of 6 sub-factors of childhood traumas, emotion regulation difficulties, and age on tendency to violence are evaluated on a model that theoretically reveals. Method: The population of this cross-sectional study consists of individuals between the ages of 18-65 living in Turkey. The data from 527 participants were obtained by online surveys and convenience sampling method within the scope of the study. As a result of exclusion criteria and then outlier data analysis, the data of 443 participants were included in the analysis. Data were collected by demographic information form, childhood trauma scale, emotion regulation difficulty scale, and violence tendency scale. Research data were analyzed by SPSS and AMOS using correlation, path analysis, direct and indirect effects. Results: According to the research findings, the variables in the model explained 28.2% of the variance of the mean scores of the individuals' tendency to violence. Emotion regulation difficulties have the most direct effect on the tendency to violence (d=.387; p<.01). The effects of excessive protection and control, emotional neglect, and physical neglect variables on the tendency to violence are not significant. When the significant and indirect effects of the variables on tendency to violence over emotion regulation difficulties are examined, age has a negative effect, emotional neglect has a positive effect, emotional abuse has a positive effect, and overprotection-control has a positive effect. The indirect effects of sexual abuse, physical neglect, and physical abuse on tendency to violence are not significant. Childhood traumas and age variables in the model explained 24.1% of the variance of the mean scores of the individuals’ emotion regulation difficulties. The variable that most affects emotion regulation difficulties is age (d=-.268; p<.001). The direct effects of sexual abuse, physical neglect, and physical abuse on emotion regulation difficulties are not significant. Conclusion: The results of the research emphasize the critical role of difficulty in emotion regulation on the tendency to violence. Difficulty in emotion regulation affects the tendency to violence both directly and by mediating different variables. In addition, it is seen that some sub-factors of childhood traumas have direct and/or indirect effects on the tendency to violence. Emotional abuse and age have both direct and indirect effects on the tendency to violence over emotion regulation difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title="childhood trauma">childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation%20difficulties" title=" emotion regulation difficulties"> emotion regulation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=tendency%20to%20violence" title=" tendency to violence"> tendency to violence</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20analysis" title=" path analysis"> path analysis</a> </p> <a href="https://publications.waset.org/abstracts/161040/direct-and-indirect-effects-of-childhood-traumas-emotion-regulation-difficulties-and-age-on-tendency-to-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=negative%20emotion&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=negative%20emotion&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=negative%20emotion&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=negative%20emotion&page=5">5</a></li> <li class="page-item"><a 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