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Background: Academic procrastination is particularly prevalent among higher vocational nursing students, a key component of the nursing workforce, and is closely associated with poor academic performance and a decline in clinical practice quality. While perceived stress and emotions are known significant predictors, the mechanisms through which they influence academic procrastination remain unclear. Thus, this study aimed to explore the mediating roles of positive and negative emotions in the relationship between perceived stress and academic procrastination among higher vocational nursing students. Methods: A cross-sectional survey was conducted among 1308 higher vocational nursing students from June to July 2023 in Hebei Province, China. The participants were recruited by convenient sampling to complete a sociodemographic and academic related information questionnaire, Perceived Stress Scales, Positive and Negative Affect Schedule, and Academic Procrastination Questionnaire for College Students. Then, the data were analysed by SPSS 26.0 and a multiple mediation model was tested using Hayes' PROCESS macro (Model 4). A mediation effect was considered statistically significant if the 95% confidence interval did not contain zero. Results: The mean score of academic procrastination was 50.4 (12.6), with 82.0% of nursing students reporting academic procrastination. A significant positive correlation was observed between perceived stress, negative emotions and academic procrastination (r = 0.442, r = 0.376, all P < 0.001). Conversely, a significant positive correlation was found between positive emotions and academic procrastination (r=-0.299, P < 0.001). Subsequent mediation analysis demonstrated that positive emotions and negative emotions partially mediated the correlation of perceived stress with academic procrastination (total indirect effect: Standardized β = 0.193, 95% CI [0.142, 0.247]). The direct effect was 0.252, and the mediating effect accounts for 43.4% of the total effect. Conclusions: Positive and negative emotions act as partial mediators in the correlation between perceived stress and academic procrastination among higher vocational college nursing students. It is crucial for nurse educators to foster positive emotional experiences and alleviate negative emotions through strategies such as effective stress management and mindfulness practices, in order to mitigate academic procrastination. Limitations: As a cross-sectional study, it cannot establish causal relationships between perceived stress, positive and negative emotions, and academic procrastination. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

Background: Literature underscores the importance of emotion dysregulation in clinical research. However, one critical limitation of the existing investigations in this area involves the lack of psychometrically valid measures for assessing emotion dysregulation in individuals' daily lives. This study examined the factor structure and psychometric properties of momentary versions of the Difficulties in Emotion Regulation Scale (mDERS) and the Difficulties in Emotion Regulation Scale-Positive (mDERS-P). Methods: Participants were 145 community women (M age = 40.66, 40.7% white) experiencing intimate partner violence and using substances who participated in a baseline interview and then completed surveys three times a day for 30 days. Results: Analyses supported the reliability of the mDERS and the mDERS-P. The two-state, two-trait model, with separate factors for negative and positive emotion dysregulation at both the within-and between-levels, fit the data best. Momentary negative, but not positive, emotions were positively related to the mDERS; both momentary negative and positive emotions were positively related to the mDERS-P. Baseline trait negative, but not positive, emotion dysregulation, was related to greater variability in momentary negative and positive emotion dysregulation. Conclusion: Findings advance our understanding and measurement of emotion dysregulation using intensive longitudinal approaches. [ABSTRACT FROM AUTHOR]

Background: Adaptation to disability (AD) is linked to positive feelings (PF) and positive emotional well-being (PEWB), while emotional suppression can improve adaptation and provide temporary PEWB but will not lead to sustainable positive mental health. This study examined whether and to what extent PF might mediate the link between AD and PEWB in a sample of students with congenital physical disabilities (CPD) in Rwanda. Methods: A sample of 46 students with CPD (21 females, i.e., 45.65% and 25 males i.e., 54.34%; mean age: M = 20 years; SD = 2.05) were administered questionnaires to assess their AD, PF, and PEWB. Results: Results showed that PF (r = − 0.37, p < 0.05) and PEWB (r = − 0.37, p < 0.05) were significantly and negatively correlated with AD, while PF was significantly and positively correlated with PEWB (r = 0.70, p < 0.01). Results further suggested that there was a strong indirect negative relationship between AD and PEWB mediated by PF (a*b = − 0.68, Bootstrap CI95 = − 1.30 and − 0.26), with the Sobel test statistics of − 2.4131 against a significant one-tailed p-value (p < 0.01) and two-tailed p-value (p < 0.05). Conclusions: Results emphasize that understanding AD and PF for students with CPD at risk of decreased PEWB could lead to suitable interventions. Also, results can be used by future researchers, policymakers, and other related institutions to understand the inner feelings of students with CPD for further support. [ABSTRACT FROM AUTHOR]

Introduction: Previous research highlighted the importance of investigating distinct protective factors that predict the experience of positive emotions during stressful situations, such as the COVID-19 pandemic. In this longitudinal study, we specifically focused on positive expectancies towards the future (optimism, response expectancy, and response hope) in relation to the experience of positive emotions during the COVID-19 pandemic. Our primary objectives were to identify the best predictors for experiencing short-term and long-term positive emotions and investigate their interrelationships. Methods: Data from 271 participants (average age = 29.2 years, 84.7% female) were analyzed using four cross-lagged models. Results: Results showed that response expectancy was the best predictor for experiencing positive emotions in the short term, while optimism was the best predictor for experiencing positive emotions in the long term. Additionally, through further exploratory analysis, multiple bidirectional relationships were identified between positive expectancies and positive emotions. Discussion: Our results highlight the significant role played by positive expectancies in predicting the experience of positive emotions. Specifically, dispositional optimism emerged as a stronger predictor of longer-term positive emotions, whereas response expectancy proved to be a better predictor of shorter-term positive emotions. Thus, interventions targeting positive expectancies have the potential to enhance emotional functioning in individuals during challenging situations like the COVID-19 pandemic. HIGHLIGHTS: Response expectancy positively predicts positive emotions in the short term. Optimism positively predicts positive emotions in the long term. Response expectancy positively predicts optimism in the short and long term. Response expectancy positively predicts response hope in the short term. Response hope negatively predicts optimism in the short and long term. Positive emotions positively predict positive expectancies (response expectancy, response hope, and optimism) on short term. The discrepancy score negatively predicts positive emotions in the short term. The discrepancy score negatively predicts optimism in the short and long term. [ABSTRACT FROM AUTHOR]

A qualitative study adopting a phenomenological approach examined the feedback of 53 sixth-grade students (aged 11-12) who participated in an annual educational program on climate change and environmental activism. The program was structured around instilling hope while utilizing the 'head,' 'heart,' and 'hands' pedagogical framework. Research tools included two open-ended questions and a reflective summary of their participation in the educational program. Through first- and second-cycle coding methods, it was revealed how some students acquired scientific literacy, developed global awareness, and honed critical-thinking skills. Furthermore, the experiential learning fostered by the program generated advantages, challenges, and recommendations expressed by the students. Despite the challenges, students reported a positive experience from the program and emphasized the importance of continuing environmental action even after its completion. In summary, this research underscores the school's ability to foster active student engagement in combating climate change, emphasizing optimism over apprehension. [ABSTRACT FROM AUTHOR]

The purpose is to test the applicability of the Positive and Negative Affect Scale (PANAS) to Chinese children with intellectual disabilities. The study was done by distributing the questionnaire to the parents through teachers online. Asked the parents to fill out the scale based on their observations of their children's daily life. The correlation coefficients between each item and the total score of the corresponding dimension ranged from 0.52 to 0.77. Factor analysis confirmed the establishment of the PA-NA two-factor structure of affect. A significant positive correlation existed between the NA and the challenging behavior. The Cronbach's α coefficient and split-half reliability of the PA scale were 0.87 and 0.85, and the Cronbach's α coefficient and split-half reliability of the NA scale were 0.85 and 0.83, respectively, higher than 0.80. It was concluded that PANAS has good applicability in Chinese children with intellectual disabilities. [ABSTRACT FROM AUTHOR]

This article applies the history of emotions lens to study the emotions experienced by the 'comfort women' in the Japanese Empire. Emotions have been a long-neglected aspect in the study of military sexual violence. The article examines how a mélange of positive and negative emotions enabled those women to exercise some limited agency in a confined and tightly regulated space and, in some rare cases, a rather fair degree of autonomy outside of the confined space. By unravelling the varied textures of interactions between sexual violence and emotions, I argue that affective attachment and intimate relations developed in the confined sites of sexual exploitation formed a kind of strategic intimacy that enables those individuals to exercise limited forms, and a finite amount, of agency. Further, the article utilises sources produced from the perspectives of the victimised women and imperial regulators. Those angles investigate emotions expressed through, and embedded in, dynamic power relationships. The dual perspectives bring out gendered experiences of emotions and also reveal a disparate set of nuanced emotions due to positionality. The article therefore offers a critical analysis of the interrelationships among sexual violence, state power, and a particular set of emotions as a form of power and resistance. [ABSTRACT FROM AUTHOR]

The purpose of this study was to elucidate the effect of stroking ewes' body as a positive emotional stimulant on peripheral temperatures, facial action units and ear postures. Thirty-eight healthy ewes were included in the current study. The animals were stroked individually on neck, withers and forehead. Then the procedure was divided into three stages: pre-stroking, stroking and post-stroking with five minutes each. Peripheral temperatures were measured from eye, nose and ear using infrared thermal camera. Images were also captured to analyse facial units in studied sheep. For measuring head behaviours and ear postures, the ear change as a frequency per minute was measured at 30-second intervals for 15 respective minutes. During stroking, the temperature of eye, ear and nasal areas has significantly dropped (P<0.05), however it raised in eyes during the post-stroking period. Significant differences (P<0.05) were also found between pre-stroking and post-stroking phases in ear and nose temperatures. For facial units, significant differences (P<0.05) were found between prestroking, compared to stroking and post-stroking phases for all five facial units. In addition, the total facial action score was significantly (P<0.05) higher during the stroking and post-stroking phases, compared to the pre-stroking phase. Results obtained from ear positions showed that the time spent with ears in plane position had significantly decreased (P<0.05) in the stroking phase compared to pre- and post-stroking phases. In addition, ewes spent more time with their ears backward (P<0.05) during stroking in comparison to pre- and post-stroking phases. No significant differences were found in asymmetrical and forward ear postures. In comparison to the pre-stroking stage, the number of ear position change was not significantly increased during stroking, however, it increased considerably (P<0.05) in the post-stroking period. From this study, it was concluded that stroking ewes' body parts improved significantly the positive emotional state in healthy animals. [ABSTRACT FROM AUTHOR]

Introduction: This longitudinal study sought to examine the dynamic influence of perceived stress on academic engagement among deaf college students, as well as assess the moderating role of positive emotions in this relationship. Given the unique challenges faced by deaf students in educational environments, understanding these dynamics becomes crucial for developing effective support strategies. Methods: Across a seven-month period, encompassing two semesters, 223 deaf college students were evaluated three times using the Perceived Stress Questionnaire, the Academic Engagement Questionnaire, and the Positive Emotions Questionnaire. Results: The results indicated that these students experienced high and variable levels of perceived stress, along with inadequate and similarly fluctuating levels of academic engagement. Their positive emotions were moderately low but relatively consistent. Perceived stress was found to be a negative predictor of academic engagement, while positive emotions positively predicted academic engagement. Furthermore, positive emotions acted as a moderating factor, alleviating the negative effects of perceived stress on academic engagement and serving as a protective mechanism for the academic engagement of deaf college students. Discussion: This research sheds light on the impact of perceived stress on academic engagement in deaf college students, and reveals the underlying mechanisms, contributing precious empirical evidence to further our comprehension and enhance special education services. [ABSTRACT FROM AUTHOR]

Urban forest park leisure is a significant means for residents to achieve health and well-being, thus possessing high public health value. However, the relationship between visitors' leisure involvement and perceived health benefits has not been clarified. This study introduced restorative experiences and positive emotions as mediators and place attachment as a psychological moderator, innovatively constructing a stimulus-organism-response-moderator (SORM) integrated model. This moderated mediation model aimed to examine the mechanism through which visitors' leisure involvement influenced perceived health benefits. A field survey was conducted in Fuzhou National Forest Park in Fujian, China, resulting in the collection of 588 valid questionnaires. The results showed that visitors' leisure involvement positively impacted restorative experiences and positive emotions. Restorative experiences and positive emotions completely mediated the indirect relationship between visitors' leisure involvement and perceived health benefits. Place attachment enhanced the impact of restorative experiences on perceived health benefits, thereby positively moderating the mediation effect of restorative experiences. Place attachment also diminished the impact of positive emotions on perceived health benefits, thereby negatively moderating the mediation effect of positive emotions. Therefore, significant differences existed in the psychological processes involved in acquiring perceived health benefits among visitors with different levels of place attachment. Our findings might enrich the existing knowledge of place attachment and forest health benefits, providing valuable references for designing and optimizing urban forest parks. [ABSTRACT FROM AUTHOR]

The current study attempts to investigate the relationships between the host motivations for micro-entrepreneurship, positive emotions, and behavioral intentions of Turkish people toward the meal-sharing economy. Drawing on a quantitative research method, 204 self-administered questionnaires were conducted in Istanbul. Structural equation modeling was used to analyzed the data. The results showed that whereas social interaction and independence directly and positively influence developing positive emotions, gratification of host and source of cultural capital has no significant impact on positive emotions. The findings also confirmed positive relationship between, positive emotions, gratification of host, social interaction and source of cultural capital and support intention. Independency has no significant effect on support intention to support meal sharing. Moreover, this study provides useful theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Introduction: The Broaden-and-Build Theory of positive emotions is one of the best known and applied theories in Positive Psychology. It argues that positive emotions initiate an upward movement by opening up the mind and broadening thoughts and thus represents a counter model to the vicious circle-models of clinical psychology. The number of studies directly testing this theory in all components is scarce, ambiguities in the model impede clear inference. Method: To draw a conclusive picture on within-model processes, we applied network modeling on the components of the theory across two studies (N 1 = 312; N 2 = 302). Results: In both studies, the positive relationship between positive emotions, resources and life outcomes is well-supported, yet the role of broadening, as an intermediary component within these is questioned. Discussion: As the broadening component consistently deviated from the model's predictions and thus did not contribute to the model as expected in either study, the validity of the Broaden-and-Build Theory in its current conceptualization is challenged, and our results point to the need to reassess the role of broadening. [ABSTRACT FROM AUTHOR]

ABSTRACT Positive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices. [ABSTRACT FROM AUTHOR]

Purpose: In today's competitive environment, understanding employee well-being and work engagement (WE) is crucial. This study explores the relationship between values, well-being and WE within positive organizational behavior (POB). The research aims to provide insights for promoting employee well-being and enhancing WE. Design/methodology/approach: Using a cross-sectional approach, three hundred and seventy-two teachers from higher education institutes in India participated by completing questionnaires. Covariance-based structural equation modeling (CB-SEM) was employed to examine the mediation effect. Findings: Human values i.e. benevolence (BE) and universalism (UN) significantly impacted teachers' WE. These relationships were mediated by positive emotions (PE), negative emotions (NE) and satisfaction with life (SWL). Interestingly, UN exhibited a positive relationship with PE and SWL and a negative relationship with NE. These findings contradict existing theories and may be attributed to India's cultural aspects, particularly the concept of karma orientation. Research limitations/implications: The quantitative results obtained through CB-SEM could be complemented by future qualitative studies. Employing longitudinal research might yield different results. Generalizing the findings to other populations requires caution. Practical implications: Institutions should prioritize human values in teacher recruitment and development to improve engagement. Promoting PE, managing NE and enhancing SWL can boost WE. Future research should explore mediation with other variables and use longitudinal studies to understand cultural impact and intervention strategies. Originality/value: The study contributes to knowledge on WE within positive organizational behavior by examining BE and UN. Additionally, exploring the mediating effect of PE, NE and SWL adds further value. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Resources & Ecology is the property of Journal of Resources & Ecology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the relationships between pink atmosphere, pink promotion, positive emotions, pink experiential equity, pink experiential relationship quality and pink-seeking intentions. The findings are based on structural equation modeling of a convenience sample of 495 women consumers who have purchased L'Oréal Paris beauty products at three stores in Shanghai. The results contribute to the pink marketing theory by providing additional insights into pink atmosphere, pink promotion, warm glow, sense of belonging, pink experiential equity, pink experiential satisfaction, pink experiential trust, pink experiential loyalty and pink-seeking intentions. These findings are discussed based on both academic and practitioner implications. [ABSTRACT FROM AUTHOR]

This article explores the mediating role of social identity in the relationship between emotions—both positive and negative—and participation in collective action. The study sample included university students from Peru (N = 599; M = 24.5 years) and Chile (N = 592; M = 22.2 years). A structural equation modeling (SEM) approach was used to analyze the data. The findings reveal that, in both countries, social identity mediated the relationship between emotions and collective action, and positive emotions were the key drivers of students’ inclination to engage in collective action. The study concludes that emotions predict collective action through identification with a social movement—in this case, the student movement. Furthermore, the indirect effect of social identity was stronger among Chilean students compared to their Peruvian counterparts.

Recent evidence suggests that Chinese foreign language (FL) learners’ positive emotional experiences are conveyed not only by the prevalent emotion of foreign language enjoyment (FLE), but also by the culture-specific emotion of foreign language peace of mind (FLPOM) which describes an inner state of peace and harmony. This study seeks to determine the role of various demographic and learner- and teacher-related factors in arousing FLE and FLPOM in the Chinese context. Participants were 436 learners from four Chinese middle schools. Multiple regression analyses revealed that learners’ attitudes towards the teacher (i.e., a teacher-related variable) was the strongest predictor for FLE, whereas FLPOM was best predicted by learners’ attitudes towards the FL (i.e., a learner-internal variable). Moreover, the variance in FLE was better accounted for by teacher-related variables (52.4%) than by learner-internal variables (40.1%), whereas the variance in FLPOM was better explained by learner-internal variables (42.3%) than by teacher-related variables (34.7%). Practical implications for teaching FL in the Chinese context are discussed.

Chunrong Zuo,1,2 Nor Shafrin Ahmad,2 Lyu Zeng,1 Xiaogang Zhou,3 Feifei Li,2,4 Wuman Hong,2 Ping Gao1 1School of Education, Huainan Normal University, Anhui, 232038, People’s Republic of China; 2School of Educational Studies, Universiti Sains Malaysia, Gelugor, Penang, 11800, Malaysia; 3College of Physical Education and Health Science, Zhejiang Normal University, Jinhua, 321000, People’s Republic of China; 4Department of Art, Shandong Agricultural University, Shandong, 271000, People’s Republic of ChinaCorrespondence: Nor Shafrin Ahmad, School of Educational Studies, Universiti Sains Malaysia, Gelugor, Penang, 11800, Malaysia, Tel +60 465 325 69, Email sham@usm.my Xiaogang Zhou, College of Physical Education and Health Science, Zhejiang Normal University, Jinhua, 321000, People’s Republic of China, Tel +86 183 2904 0923, Email brucechou123456@gmail.comBackground and Objective: The mental health of economically disadvantaged college students in China is notably inferior to that of their non-disadvantaged peers. As such, these students necessitate a broader spectrum of psychological support beyond mere financial assistance. Seligman’s PERMA theory has established a compelling association between social support and positive emotions with subjective well-being. However, there is a scarcity of research focusing on character strengths within this framework, particularly the mechanisms that underlie their relationship. Hence, this study aims to examine the relationship between character strengths and subjective well-being among Chinese impoverished college students, while also delving into the chain mediating roles of perceived social support and positive emotions.Methods: A convenience sampling method was employed to collect cross-sectional data from impoverished college students. Participants (N=336, Mean age=20.67) were assessed using four instruments: the Chinese Virtues Questionnaire (CVQ-96), the Perceived Social Support Scale (PSSS), the Positive and Negative Affect Scale (PANAS), and the Satisfaction with Life Scale (SWLS).Results: Character strengths, perceived social support, positive emotions, and subjective well-being were all significantly positively correlated with each other (p< 0.01). In addition, regression analysis indicated that character strengths positively predicted perceived social support (β=0.71, p< 0.001), positive emotions (β=0.44, p< 0.001), and subjective well-being (β=0.52, p< 0.001). Perceived social support positively predicted positive emotions (β=0.34, p< 0.001), and subjective well-being (β=0.44, p< 0.001). Positive emotions positively predicted subjective well-being (β=0.88, p< 0.001). Furthermore, chain mediation analysis revealed that character strengths influenced subjective well-being both directly and indirectly through perceived social support and positive emotions.Conclusion: Perceived social support and positive emotions play a chain mediating role between character strengths and subjective well-being among impoverished college students.Keywords: character strengths, perceived social support, positive emotions, subjective well-being, Chinese, impoverished college students

Abstract The aim of this study was to examine the effect of a positive emotion‐based exercise intervention on quality of life (QOL), fatigue, and mental health status in patients with lung cancer undergoing chemotherapy. A total of 80 patients with lung cancer undergoing chemotherapy were selected and divided into an observation group and a control group, with 40 patients in each group. Patients in the control group received routine care and were educated about the benefits of exercise, while patients in the experimental group received an additional exercise intervention based on positive emotions. We assessed patients' quality of life, fatigue, and mental health at the time of recruitment and 12 weeks after the exercise intervention. After the intervention, patients in the experimental group had a higher overall QOL score than those in the control group, with statistically significant differences in body, role, and emotions (p

Abstract Background The aim of this study was to identify nursing students’ fears and emotions and to concretise the metaphors they used to describe their feelings towards the COVID-19 pandemic. Methods This study was conducted with nursing students at a foundation university between December 2021 and February 2022 using a sequential mixed methods research design. In the quantitative part of the study, 323 nursing students answered the ‘Positive and Negative Emotion Scale’ and the ‘COVID-19 Fear Scale’. In the qualitative part, students were asked to metaphorise COVID-19 with a colour and 21 in-depth interviews were conducted on the reasons for choosing this colour. Results The average age of the students participating in the study was 21.41 ± 1.97 years and 78% of them were female. It was observed that 15.8 of the students had previously tested positive for COVID-19. Most of the participants (98.5%) were vaccinated against COVID-19 and 31.9% had a relative who died due to COVID-19. When the participants were asked which colour they compared COVID-19 to, it was observed that more than half of them chose red (51.4%) among bright colours and 13% chose black among dark colours. In this study, it was determined that students who chose dark colours to describe COVID-19 had higher COVID-19 Fear and Negative Emotion Scale scores. In in-depth interviews, it was observed that students who chose dark colours were more deeply affected by the COVID-19 process, while students who chose light colours associated this period with negative emotions. Conclusion In this study, it was observed that nursing students’ feelings and thoughts about the COVID-19 period in line with their experiences affect the choice of colour in metaphorisation.

Purpose – The literature currently offers only fragmentary insights into the research on the relationship between employee emotions and human resource management (HRM). Therefore, further research is essential to bridge this knowledge gap. Our study aims to identify the mediating effects of positive employee emotions and exhaustion in the relationship between HRM and employee engagement. Design/methodology/approach – Drawing on the literature review findings, a conceptual model was formulated to illustrate the relationship between HRM, employee emotions and engagement. A confirmatory analysis was conducted using structural equation modelling (SEM CFA) on a sample of 1,000 employees to validate the proposed model. The data were collected in 2021, with a particular emphasis on exploring the indirect influence of HRM on engagement through positive employee emotions and exhaustion. Findings – The quantitative research aimed to test a model depicting the relationship between HRM and employee emotions. The findings indicate the robust effect of HRM on positive employee emotions and exhaustion. The authors observed significant variation in the level of impact depending on the size of the organisation (stronger in large firms) and the sector (stronger in the public sector). Originality/value – The study bridges the gap in our understanding of the link between HRM and employee emotions. It would be advisable to further explore the specific impact of individual HRM practices on both positive and negative employee emotions. It is worth extending the scope of future research to explore components of the investigated constructs as well as mediators and moderators of the relationship between HRM and employee emotions.

This study aims to explore the impact of a digital learning program on the motivation and well-being of students in the art industry in China. The use of competitive digital tools as a means of self-expression contributes to effective academic performance and employment. The study covered 82 first-year students from the [The Guangzhou Academy of Fine Arts] Academy. The sample was equally divided into two groups: control and training. The research tools were the Motivated Strategies for Learning Questionnaire (MSLQ) and the Psychological Wellbeing Scale (PWB). The training group received a 16-hour digital painting course. After completing the course, this group showed improvement on the final tests, in particular, on the "Self-Acceptance" and "Mutual Learning" subscales. Their motivation level also increased (285 points on the post-test compared to 250 on the baseline). The control group did not demonstrate any changes in the level of well-being. This fact confirms that lecture training, even in an online format, does not significantly affect motivation. Based on the findings, it is possible to identify effective strategies for developing an interesting and effective curriculum for students not only in China but also in other countries. [ABSTRACT FROM AUTHOR]

Drawing on the job demands-resources (JD-R) model and affective events theory (AET), the present study used the Job Resource Scale, Positive and Negative Affect Schedule, and State Job Performance Scale to examine the relationship between daily job resources and job performance, focusing on how emotions mediate this relationship from a within-person perspective. Fifty-eight full-time counselors from two universities in China were recruited by convenient sampling. We used an experience sampling method, collecting two surveys per day for 10 consecutive workdays (N = 580 full day-level data points). The sample consisted of 63.8% women and 36.2% men, and their average age was 32.26 years (SD = 3.49). Our multilevel path analysis results showed that: (1) day-level job resources are positively related to day-level job performance, day-level positive emotion, negatively related to day-level negative emotion; (2) day-level positive emotions are positively related to day-level job performance, while day-level negative emotions are not related to day-level job performance; (3) day-level positive emotions mediate the positive relationship between day-level job resources and job performance, whereas day-level negative emotions did not show a significant mediating effect. The current study provides a within-person perspective for testing the applicability of theoretical models and serves to inspire practitioners in the domain of university management. Plain language summary: Emotions mediate the link between job resources and job performance: A daily experience-sampling method The present study examined the relationship between daily job resources and job performance, focusing on how emotions mediate this relationship from a within-person perspective. The study found that both daily job resources and positive emotions can improve daily job performance. Day-level positive emotions mediate the positive relationship between day-level job resources and job performance, while negative emotions have no significant effect on daily job performance. The current study offers a within-person perspective for testing the applicability of the theoretical models and also inspires practitioners in the domain of university management. However, with the limitation of the experience sampling method, our study cannot totally avoid common method bias and the generalizability of the research conclusion still needs further verification. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends the Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables to examine students' current AI usage and their future expectations. The model includes intrinsic and extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, and willingness for autonomous learning. A survey of 721 valid responses revealed that positive emotions, digital efficacy, and satisfaction significantly influence continued AI usage, with positive emotions being particularly critical. Digital efficacy and perceived usefulness also impact satisfaction, but long-term usage intentions are more effectively driven by positive emotions. Furthermore, digital efficacy strongly affects the willingness for autonomous learning. Therefore, higher education institutions should promote AI technology, enhance students' expectation-confirmation levels, and emphasize positive emotional experiences during AI use. Adopting a "human–machine symbiosis" model can foster active learning, personalized learning pathways, and the development of students' digital efficacy and innovation capabilities. [ABSTRACT FROM AUTHOR]

In this study, we aimed to investigate the impact of indirect gratitude experience on life satisfaction and perceived social support. The participants included 68 adults (33 males and 35 females) who were assigned to a direct gratitude group, an indirect gratitude group, or a control group for a 6-day writing intervention. This study shows that gratitude treatment, including direct and indirect gratitude, significantly increases life satisfaction and perceived social support levels in the direct and indirect gratitude groups compared to the control group. There was no significant difference in life satisfaction and social support between the direct and indirect gratitude groups. In addition, changes in the measured values of direct and indirect gratitude before and after the intervention were significant in both life satisfaction and perceived social support, indicating that just reading or seeing other people’s gratitude experiences enhances the feeling of gratitude and its psychological effects. Finally, the limitations of this study and suggestions are discussed. [ABSTRACT FROM AUTHOR]

Flash sale has become a very popular strategy because it effectively attracts consumer interest and increases sales. Flash sale promotions have a strong relationship with impulsive buying. This study aims to analyze the effect of Hedonic Shopping Motivation on Online impulse buying through Positive Emotions. The research method used in this study is a quantitative approach. The objects of this study were 30 Shopee users using the purposive sampling method. Hypothesis testing was analyzed using PLS analysis. The results of this study show that hedonic shopping motivation significantly affects positive emotions and online impulse buying, and positive emotions have a substantial effect on online impulse buying. [ABSTRACT FROM AUTHOR]

The purpose of the study was to find out the effect of positive emotions on the academic engagement of L2 learners from urban and rural areas. This study was quantitative in nature and causal comparative research design was used for getting results. Convenience sampling technique was used for choosing students from urban and rural secondary schools of district Lahore. Both parts of the questionnaire used for the study, positive emotions (Positive Emotions Inventory) and academic engagement (Academic Engagement Guage), had a good reliability value (.71 and .76 respectively). Inferential statistics like Regression analysis was used to evaluate the data. Overall, the results showed that the positive emotions of enjoyment, contentment and compassion contributed significantly to cognitive and behavioral engagement of participants from both rural and urban areas. Whereas, pride, enjoyment and compassion contributed significantly to emotional engagement. Further, there was a significant difference in the emotion of hope between the participants from rural and urban areas. Whereas, no significant difference was found in the engagement of participants from rural and urban localities. It is recommended that rural schools should provide resources that support students' higher levels of pride, hope, enjoyment, and compassion. While, urban schools should offer opportunities for students to experience a wider range of positive emotions, not just contentment. L2 teachers may design activities and curricula that provide confidence to students and participate actively and think critically, enhancing their enjoyment, contentment, and compassion. They may ensure emotional engagement strategies boosting the feelings of hope and contentment. [ABSTRACT FROM AUTHOR]

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Although engagement in the language learning process is important for students' language outcomes, factors that contribute to it are underexamined. Therefore, the aim of this study was to explore the roles of individual differences (growth language mindset and academic emotion) in shaping foreign language (FL) engagement. A total of 1,738 Chinese undergraduates (790 males and 948 females) studying English as a foreign language (EFL) completed questionnaires measuring their growth language mindsets, positive emotions (enjoyment, pride and hope), negative emotions (anger, anxiety, shame, hopelessness and boredom) and engagement during the English learning process. Correlational analyses revealed positive relationships between growth language mindsets, positive emotions, and engagement; and negative relationships between negative emotions and the three other variables. Structural equation modelling analyses showed that both positive and negative emotions were partial mediators between growth language mindset and engagement in FL learning, with positive emotions demonstrating larger effects. The findings are indicative of a motivation–emotion–behavior path in the EFL context. The theoretical and practical implications for language learning and teaching are discussed in this paper. [ABSTRACT FROM AUTHOR]

Objective To understand the emotional perception and general mental health status of medical students, and explore related influencing factors to promote mental health education for medical students. Methods An on-site questionnaire survey was conducted on 1 037 medical students at Kunming Medical University to describe their overall psychological status. Factors influencing the positive/negative emotions and general mental health of medical students were analyzed through multiple linear regression and logistic regression analysis. Results The average score of positive emotions among medical students on campus was 26.31 ± 6.76), while the average score of negative emotions was 21.50 ± 6.76) . The detection of mental health problems was relatively low 8.58%). Whether only child, academic performance, and self-reported health status P < 0.05) had an impact on positive emotional scores; Gender, self-reported health status, and sleep time had an impact on negative emotional scores P < 0.05) . The prevalence of mental health problems among medical students was influenced by whether they were single child or self-reported health status P < 0.05) . Conclusions Good academic performance can enhance positive emotions, and students with shorter sleep duration and poorer physical health are more likely to perceive negative emotions and experience mental health problems. Universities should pay attention to the psychological status of medical students and take corresponding measures to ensure their physical and mental health to promote medical education. [ABSTRACT FROM AUTHOR]

Positivity resonance theory defines the emotion of love as a collective affective state, referred to as positivity resonance, characterized by shared positive affect, caring nonverbal synchrony, and biological synchrony. This study examined whether daily experiences of positivity resonance concurrently and prospectively influence meaning in life (MIL) through the increment of social connection. At time 1 (N = 144), perceived positivity resonance was measured at the trait level, along with MIL and social connection. Next, perceived positivity resonance was assessed at the episodic level via the Day Reconstruction Method across seven days (N = 135). Finally, two follow-up surveys were administered one (N = 113) and two months (N = 99) later. Participants again completed the questionnaires on MIL and social connection. Results suggest that social connection cross-sectionally and longitudinally mediates the links between perceived positivity resonance and MIL. These mediating effects remain statistically significant even after controlling for the individual-level positive and negative affect and amount of social interaction. These findings indicate that momentary experience of love while interacting with others may be an influential way to a meaningful life. [ABSTRACT FROM AUTHOR]

BACKGROUND: Stress and depression have been increasing among undergraduates in India. The psychological wellbeing of undergraduates in India has become a critical focus of attention for the education community. Evidence shows that positive psychology interventions can be effective in enhancing psychological wellbeing and may help prevent stress and depression in undergraduates. In this study, we aimed to explore the potential effect of positive psychology educational interventions on improving the psychological health of Indian undergraduates. METHODS: A 10-week classroom-based positive psychology educational intervention was conducted at the Bhopal School of Social Sciences, Undergraduate Institute (MP), India. Institute undergraduates in their second and third years participated. The participants’ self-reported data on psychological health and self-efficacy were collected and analyzed at preintervention (n= 45) and post-intervention (n=45) times. The instrument's reliability and validity were checked with the help of SEM (Structural Equation Model) software. The same software was used for data analysis. RESULTS: The analysis showed that the psychological health of the undergraduates improved after the intervention. Their mean scores on psychological health and self-efficacy were significantly improved, while the symptoms of stress and depression were significantly reduced. CONCLUSIONS: The study highlighted that a positive psychological intervention improves the psychological health and self-efficacy of undergraduates, even mitigating digital fatigue challenges. [ABSTRACT FROM AUTHOR]

Lifestyle medicine leverages six pillars—a predominantly plant-based diet, physical activity, sleep, avoiding risky substance, stress management, and social connection. Facilitating behavior change represents the crux of success with each of these pillars. Positive emotions and positive psychology constructs are shown to drive behavior change in the upward spiral theory of lifestyle change. Moreover, positive psychology interventions serve as additional, independent protective health factors. This paper offers a brief review of the empirical evidence for these roles of positive psychology and makes the case for explicitly adding positive psychology to the foundational lifestyle medicine pillars. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the association between consumers' emotions towards emerging e-banking technology, perceived risk and subsequent intention to adopt emerging e-banking technology. Design/methodology/approach: An online questionnaire was used to collect data, which were analysed in a quantitative study. The final sample of 224 educated young consumers, familiar with emerging e-banking technology, allowed testing of the research hypotheses by applying confirmatory factor analysis and structural equation modelling (SEM). Findings: The empirical results indicate that deterrence emotions and hedonic motivation are associated with consumers' perceived risk and, subsequently, their intention to adopt emerging e-banking technology. Additionally, analysing the moderating role of hedonic motivation in the association between consumers' deterrence emotions towards emerging e-banking technology and their perceived risk highlights the significant association of deterrence emotions with perceived risk, regardless of the presence of hedonic motivation. Originality/value: This study demonstrates the association between consumers' emotions, perceived risk and subsequent intention to adopt emerging e-banking technology whilst underscoring the importance of distinguishing between different types of emotions and their corresponding appraisals. [ABSTRACT FROM AUTHOR]

This study explores how sustainable practices in restaurants affect consumer behavior through the Stimulus-Organism-Response (S-O-R) model. It defines sustainability with multi-faceted dimensions of sustainable food, waste management, energy/water conservation, and social engagement. This research also examines how positive emotions and perceived value mediate the relationship between consumers’ perceptions of sustainability and their behavior. Results show that sustainable practices positively impact perceived value and emotions, influencing consumer intentions toward the restaurant. The research extends the S-O-R model to restaurant sustainability and offers insights for managers to enhance customer experience. The study highlights the need for restaurants to effectively communicate their sustainability efforts, emphasizing the importance of integrating sustainability into all aspects of restaurant operations and marketing. [ABSTRACT FROM AUTHOR]

Second/foreign language (L2) learners often go through a gamut of conflicting experiences embedded within their emotional system, which can be managed through emotion regulation (ER). Motivated by complex dynamic systems theory (CDST), this qualitative study aimed to explore the signature dynamics of positive and negative emotions among six Iranian adolescent English language learners. Additionally, the study investigated how learners manage their emotions in the L2 classroom. Using the CDST as its main theoretical framework and retrodictive qualitative modeling as its main methodology, the current investigation revealed that the learners’ emotional systems were mediated by internal and external contexts, as well as dynamicity. It was further discovered that ER strategies were driven by multiple simultaneous factors influencing emotional systems and the adaptability of those systems to new situations. In the end, we discuss how policymakers, teachers, and researchers can adopt the findings to provide some well‐needed support for classroom‐based L2 learners. [ABSTRACT FROM AUTHOR]

An existing scale of personal growth in caregivers of people with multiple sclerosis (MS) was expanded for use with an acquired brain injury (ABI) population, and was modified following additional psychometric analyses. A cross-sectional online survey was administered to 315 caregiving partners of persons with MS and 310 family caregivers of persons with ABI. Principal component analysis (PCA) performed on the original 32-item instrument yielded a 4-component, 17-item solution with correlated subscales with solid psychometric properties. Subscales were labelled Appreciation, Positivity, Adjustment, and Spirituality. Secondary PCA conducted revealed three subscales (five items each) correlated moderately while the fourth, Spirituality, remained distinct. The sum of the three five-item subscales may serve as a total score. Reliability analysis yielded acceptable-to-high internal consistency. Comparisons of the PGS with existing instruments demonstrated its discriminant/convergent validity. Two kinds of latent class analyses were conducted on the 15-item PGS to identify three latent classes that spanned the neurologic groups, revealing that measurement invariance was held for the instrument in this sample. An instrument with sound psychometric properties was established, designed to assess personal growth in caregivers of individuals with ABI or MS. Future work should explore its value in other populations and as a metric of changes over time. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to identify nursing students' fears and emotions and to concretise the metaphors they used to describe their feelings towards the COVID-19 pandemic. Methods: This study was conducted with nursing students at a foundation university between December 2021 and February 2022 using a sequential mixed methods research design. In the quantitative part of the study, 323 nursing students answered the 'Positive and Negative Emotion Scale' and the 'COVID-19 Fear Scale'. In the qualitative part, students were asked to metaphorise COVID-19 with a colour and 21 in-depth interviews were conducted on the reasons for choosing this colour. Results: The average age of the students participating in the study was 21.41 ± 1.97 years and 78% of them were female. It was observed that 15.8 of the students had previously tested positive for COVID-19. Most of the participants (98.5%) were vaccinated against COVID-19 and 31.9% had a relative who died due to COVID-19. When the participants were asked which colour they compared COVID-19 to, it was observed that more than half of them chose red (51.4%) among bright colours and 13% chose black among dark colours. In this study, it was determined that students who chose dark colours to describe COVID-19 had higher COVID-19 Fear and Negative Emotion Scale scores. In in-depth interviews, it was observed that students who chose dark colours were more deeply affected by the COVID-19 process, while students who chose light colours associated this period with negative emotions. Conclusion: In this study, it was observed that nursing students' feelings and thoughts about the COVID-19 period in line with their experiences affect the choice of colour in metaphorisation. [ABSTRACT FROM AUTHOR]

We proposed a model where a male employee's wife's engagement in recovery activities results in the husband's own enactment of recovery activities while in the workplace, via emotional contagion, based on the COR theory and broaden‐and‐build theory of positive emotions. We expected wives may experience positive emotions after engaging in social interactions, which has a contagion effect on husbands' positive emotions. Further, husbands were expected to leverage their positive emotions to engage in future recovery activities (better lunch nap and meal quality while at work). Lastly, we examined whether power imbalance in the married couple has a moderating effect on emotional contagion processes. To test our model, we used an experience‐sampling method in which 110 dyads completed daily diary questionnaires for 8 consecutive days (N = 768, after removing 112 invalid observations). As expected, wives' social interactions are linked to husbands' positive emotions via wives' positive emotions. Further, husbands' positive emotions predict the quality of two workplace recovery activities (lunch naps and meals). Finally, power imbalance moderates the association between wives' (donors) emotions and husbands' (recipients) emotions such that the crossover of emotions is stronger when wives (donors) have relatively more power than when they have less. [ABSTRACT FROM AUTHOR]

In recent years, assumptions about the existence of a single construct of happiness that accounts for all positive emotions have been questioned. Instead, several discrete positive emotions with their own neurobiological and psychological mechanisms have been proposed. Of note, the effects of positive emotions on language processing are not yet properly understood. Here we provide a database for a large set of 9000 Spanish words scored by 3437 participants in the positive emotions of awe, contentment, amusement, excitement, serenity, relief, and pleasure. We also report significant correlations between discrete positive emotions and several affective (e.g., valence, arousal, happiness, negative discrete emotions) and lexico-semantic (e.g., frequency of use, familiarity, concreteness, age of acquisition) characteristics of words. Finally, we analyze differences between words conveying a single emotion ("pure" emotion words) and those denoting more than one emotion ("mixed" emotion words). This study will provide researchers a rich source of information to do research that contributes to expanding the current knowledge on the role of positive emotions in language. The norms are available at https://doi.org/10.6084/m9.figshare.21533571.v2 [ABSTRACT FROM AUTHOR]

Both the Theory of Affective Intelligence and the Expectancy Violation Theory suggest emotions are crucial in supporting political candidates. However, despite the considerable existing evidence on this topic, the impact of humor-induced emotions has been less explored. In this study, we examine whether positive and negative emotions mediate the effects of politicians' use of affiliative humor on their likeability and citizen's intention to vote for them. To do this, we designed an experiment in the context of the Chilean presidential elections of 2021, where two candidates representing extreme opposing ideologies competed for the office of president: Gabriel Boric, from a coalition including the Communist Party, and José Antonio Kast from the extreme-right Republican Party. Both candidates used different campaign techniques, including humor that did not always have political content. The experiment was run prior to the second round of the election with a sample of Chilean voters two months before the election (n = 1,033) and had four conditions: two experimental groups watched a video of a candidate using nonpolitical humor, and two control groups did not. Results indicate that humor boosted both candidates' likeability and vote probability differently: for Boric, it increased positive emotions; for Kast, it reduced negative emotions. Perceptions of a candidate's humor predicted higher likeability and declared probability of voting for him, independent of political stance. We discuss these outcomes through ITA and EVT frameworks and their significance for political communication. [ABSTRACT FROM AUTHOR]

Language learners' positive and negative emotions were integrated with their social anxiety and their suppression in technology-enhanced learning environments. A total of 878 Chinese English as a Foreign Language (EFL) learners participated in this study. They completed a Computer Technology Integration Questionnaire (CTIQ), an Emotion Regulation Questionnaire (ERQ), a Positive and Negative Affect Scale (PNAS) and a Social Interaction Anxiety Scale (SIAS). Results of SEM analysis indicated that while positive emotions were directly related to the learners' perceptions of technology-enhanced learning environments, their negative emotions adversely predicted their emotion regulation and their perceptions of technology integration. The outcomes confirmed that there were significant and positive relationships between Chinese EFL students' emotion regulation and their perceptions of technology-enhanced learning environments. The findings of the study suggest implications to reduce learners' anxiety and encourage them to use technology in their classrooms. This study is intended to enhance our understanding of positive and negative events in technology-enhanced learning environments. [ABSTRACT FROM AUTHOR]