Search

Although emotion regulation (ER) is a well-researched topic, the proactive regulation of positive emotions (conceptualized as emotion crafting—EC) grants further investigation. Recent research has shown that EC related to higher levels of life satisfaction, vitality, wellbeing, and a lower level of internalizing symptoms through positive affect. Building on this previous cross-sectional study, this research aimed to examine how changes in (planned) EC related to changes in psychological functioning. A 7-day diary study was conducted among 121 Norwegian participants (61.2% female; Mage = 29.41 years, SD = 11.80; range 18–62), where they indicated their planned EC and positive emotion goals in the morning, and reported their actual EC and psychological functioning in the evening. Data were analysed through two-level multilevel path analyses. Planned EC related positively to actual EC, while actual EC related positively to wellbeing and negatively to illbeing through positive and negative affect, both at the between-person and within-person levels. These findings were overall maintained after controlling for other ER measures and when examining lagged effects (but not when controlling for same-day outcomes). Proactively engaging in behaviours aimed at maintaining or strengthening positive emotions is beneficial for individuals’ daily psychological functioning. Future research is needed to determine the causality of the effects of EC, and whether the effects of EC can be generalised across more diverse samples. [ABSTRACT FROM AUTHOR]

Academic emotions, both positive and negative, play a crucial role in shaping foreign language learners’ and teachers’ educational experiences. Positive emotions, such as enjoyment, hope, and pride, can lead teachers and learners to increased motivation, perseverance, and engagement. In contrast, negative emotions, such as anxiety, boredom, and hopelessness, can negatively affect teachers’ and learners’ classroom engagement and impede their overall growth and development. Given the centrality of academic emotions in language education contexts, numerous studies have explored how these emotions interact and manifest within language classrooms. However, the majority of previous studies have employed linear, cross-sectional research methods that capture only a snapshot of teachers’ and learners’ emotional experiences at a single point in time. Such methods often overlook the fluid and evolving nature of positive and negative feelings that teachers and students experience in foreign language classrooms. To bridge this gap, this special issue features seven empirical studies examining foreign language teachers’ and learners’ emotions through innovative research approaches, notably complexity-informed methods. [ABSTRACT FROM AUTHOR]

In this paper, we explore how immersion in nature implicitly relates to consumerism and how our emotional engagement with nature is manifested as power dynamics in our drive to connect with nature. Utilizing insights from Aristotelian ethics (specifically eudaimonic wellbeing), mindfulness, and aesthetics, we propose a tripartite framework of moods associated with 'friluftsliv' in a Norwegian context, arguing that engagement with nature harbours a concealed ecological fallacy. Identifying the means by which we can deepen and enrich our emotional awareness of nature – especially by pinpointing emotions that spur people to act in harmony with the environment – holds immense potential for the development of sustainable lifestyles. We categorize these conceptual moods as the hedonic mood, the eudaimonic mood, and the mood of self-transcendence. Addressing the Western, individualistic perspective on the human-nature relationship, we suggest that leisure and recreational interactions with nature are conducive to a revitalization of the concept of 'friluftsliv'. [ABSTRACT FROM AUTHOR]

Dance movement psychotherapy (DMP) is a technique rooted in the mind-body connection, utilising bodily movement to facilitate relational integration, personal and interpersonal functioning, and effective emotional regulation. A dance therapy program of six sessions was investigated to measure changes in the mood, health, and general well-being in 20 adults with Severe Mental Disorders (SMD), including mostly schizophrenia and bipolar disorder. Divided into a control group focusing on positive emotions, and an experimental group exploring negative emotions, a quantitative approach with a quasi-experimental and correlational design with a test-retest procedure was employed. Findings revealed significant differences for both groups in all factors of the EVEA Scale and PERMA-Profiler Questionnaire, except for the 'Meaning' variable. Additionally, intra-group correlations indicated unfavourable concordance scores during the test-retest phase and an increase in health construct scores was evident. [ABSTRACT FROM AUTHOR]

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]

Abstract 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

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 fore-head. 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

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.

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]

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]

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]

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. [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]

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]

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 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]

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]

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]

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]

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]

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]

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]

Copyright of Revista de Estudios Sociales is the property of Universidad de los Andes 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 investigates the factors influencing impulsive buying behavior among consumers using the Shopee marketplace, focusing on the fashion segment, which has experienced rapid growth, contributing significantly to revenue with an increase of up to 24% (Sritanakorn & Nuangjamnong, 2021). Increased income and accessible credit options have escalated impulsive buying tendencies, driven by consumers’ desire to fulfill immediate needs with ease (Park et al., 2006). The study examines the impact of consumer fashion involvement, positive emotions, online platform quality, and online sales promotions on impulsive buying behavior. Using a quantitative approach, data were collected through online questionnaires distributed to 208 purposively sampled respondents and analyzed with Structural Equation Modeling (SEM) using Smart PLS. The findings reveal significant direct effects of fashion involvement, positive emotions, online platform quality, and sales promotions on impulsive buying behavior, alongside potential mediating and interacting effects, such as positive emotions amplifying the influence of platform quality and sales promotions. These results highlight the importance of synergistic promotional strategies and user-friendly platform designs in stimulating impulsive purchases, while also acknowledging limitations in sample representativeness and suggesting further investigation into causal mechanisms and interactions between these factors to provide nuanced insights for e-commerce strategies.