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    Wyświetlanie 1-11 z 11
    Tytuł:
    Affectivity and Self-Forgiveness. The Role of Control of Negative Emotions: Short Report
    Autorzy:
    Mróz, Justyna
    Kaleta, Kinga
    Powiązania:
    https://bibliotekanauki.pl/articles/31340963.pdf
    Data publikacji:
    2022
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    positive affect
    negative affect
    self-forgiveness
    control of emotions
    anger control
    Opis:
    Self-forgiveness is a process in which emotions, thoughts, and behaviours towards oneself are changed from negative to neutral or positive. In this study, we examined affectivity and emotional control (of anger, depression, anxiety) as emotional factors promoting or discouraging self-forgiveness. We examined self-forgiveness among Polish adults (N = 380, Mage = 36.26). Respondents completed the Polish version of the Positive Affect Negative Affect Scale, the Courtauld Emotional Control Scale (CECS), and the self-forgiveness subscale of Touissant’s Forgiveness Scale. In our cross-sectional study, we tested the moderating role of emotional control in the relationship between affectivity and self-forgiveness. Our results showed that positive affect was positively correlated with self-forgiveness, whereas negative affect was inversely correlated with self-forgiveness. Additionally, emotional control (anger, depression) was negatively correlated with self-forgiveness. Finally, total control of emotions and control of anger were found to be buffers between negative affect and self-forgiveness, the effect of negative affect on self-forgiveness being weaker among individuals who were more anger-controlling. The obtained results are a prelude to further research into the relationship between affectivity and self-forgiveness.
    Źródło:
    Roczniki Psychologiczne; 2022, 25, 3; 239-249
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ein Gemenge von Emotionen als immanenter Bestandteil der Ausspracheschulung – Zu den störenden und fördernden Einflüssen der Emotionen auf den Ausspracheerwerbsprozess in der universitären Bildung im DaF-Bereich
    Mix of Emotions as an Inherent Part of Pronunciation Training – Disturbing and Promoting Influences of Emotions on the Phonetic Education at University Level in the Field of German as a Foreign Language
    Autorzy:
    Żytyńska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2028968.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    emotions in phonetic education
    positive emotions
    negative emotions
    etude
    Opis:
    This article presents the influence of emotions on the teaching and learning process, with particular emphasis on pronunciation classes at university level. The first chapters describe the terminological intricacies within emotions, feelings, moods etc., and then the positive and negative influence of emotions on the didactic process. The next part presents attempts to use emotions that support the learning process and to cool down difficult emotions that disorganise work in classes and negatively influence the learning process. A special case is phonetic education, which arouses many more emotions than in other classes. At the end, there is a reasonable proposal of exercises called etudes, which positively influence unwanted emotions and support emotions beneficial for the didactic process.
    Źródło:
    Linguistische Treffen in Wrocław; 2020, 18; 487-198
    2084-3062
    2657-5647
    Pojawia się w:
    Linguistische Treffen in Wrocław
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Słownik psychologiczno-lingwistyczny "Zmysły, emocje i przymiotniki języka rosyjskiego" – nowe narzędzie w pracy tłumacza
    Psychological-linguistic Dictionary "Senses, Emotions and Adjectives in Russian" – A New Tool in Translator’s Work
    Autorzy:
    Orzechowska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1070548.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet Warmińsko-Mazurski w Olsztynie
    Tematy:
    psychological-linguistic dictionary
    adjectives
    positive emotions
    negative emotions
    translation
    Opis:
    This article presents a new type of dictionary – a linguistic-psychological dictionary reflecting structures of language, similar to dictionaries based on associations, but also reconstructing the mental and emotional states of an average user of the Russian language. It was compiled as a result of analyzing 15918 Russian adjectives from the perspective of their relationship with emotions originating in reference to various senses. The dictionary contains information on “the emotional load” of these adjectives, that is how pleasant or how unpleasant emotions a given adjective evokes. The analyzed lexemes were assessed by respondents on the scale of emotions: slightly (un)pleasant – moderately (un)pleasant – very (un)pleasant, which was marked with an appropriate number of pluses or minuses. It cannot be overestimated how useful such a dictionary and the information it contains are. Although it is believed that representatives of different cultures experience universal emotions, their quality and intensity hidden behind particular linguistic units can diverge between different cultural-linguistic communities. Emotions are conditioned socially, culturally, and historically; they play an important role in international communication. Thus when they are incompetently and mistakenly interpreted, this can disturb dialogue between various cultures and even lead to conflicts. In the article, considering equivalents cygarowy/сигарный, differences in the evaluation of these adjectives in Polish and Russian are presented, illustrating the need to look for emotionally adequate translation equivalents when rendering them.
    Źródło:
    Acta Neophilologica; 2020, XXII/2; 199-208
    1509-1619
    Pojawia się w:
    Acta Neophilologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stres i emocje studentów zarządzania
    Stress and Emotions of Management Students
    Autorzy:
    Turowska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075399.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    students of management
    stress
    positive
    negative and ambivalent emotions
    Opis:
    The subjects were 196 final-year students of The Warsaw School of Economics Faculty of Management. The purpose of the study was to measure the dominant strategy of coping with stress moderated by positive, negative and ambivalent emotions. This can be of significance in the management of staff and organizations under often unpredictable economic conditions.
    Źródło:
    Studia Edukacyjne; 2020, 59; 237-248
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EVALUATION OF CHANGES IN THE LEVEL OF POSITIVE AND NEGATIVE EMOTIONS IN SENIORS AFTER THE ACTIVATION PROGRAM
    Autorzy:
    Cabak, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2137822.pdf
    Data publikacji:
    2020-05-08
    Wydawca:
    Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
    Tematy:
    mental state
    pain
    rehabilitation
    quality of life
    Opis:
    The emotional functioning of older people depends on many factors. Diverse and rich activity every day seems to be very important. Undertaking a large number of activities at an elderly age and fulfilling oneself in social roles (also ones newly started) is a condition for efficient functioning, life satisfaction, well-being and health. Older people are at risk of social exclusion, being unnecessary for others or even being a burden on one’s surroundings. Hence, support and inclusion programs for various tasks and activities become extremely important. The aim of the presented research was to present proposals and evaluate the effects of a program dedicated to seniors, which was to improve their quality of life, psychophysical and social health. The program involved 50 seniors from 2 different support centers, including 43 women and 7 men, average age 77.51 ± 9.51. The assessment used the SUPIN questionnaire (Positive and Negative Feelings Scale), MMSE (Mini-Mental State Examination) and the VAS pain scale. The obtained results confirmed the beneficial effect of the proposed activation program on the psychophysical health of the respondents. All subjects increased their level of positive emotions, while the level of negative ones decreased (p <0.05), hand functionality and general well-being improved, back and pain significantly decreased.
    Źródło:
    Acta Neuropsychologica; 2020, 18(2); 195-206
    1730-7503
    2084-4298
    Pojawia się w:
    Acta Neuropsychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WPŁYW POZYTYWNYCH I NEGATYWNYCH EMOCJI NA DYSTANS INTERPERSONALNY, OCENĘ ORAZ POSTAWY
    INFLUENCE OF POSITIVE AND NEGATIVE EMOTIONS ON INTERPERSONAL DISTANCE, ASSESSMENT AND ATTITUDES
    Autorzy:
    Urbańska, Marta
    Wróbel, Michalina
    Powiązania:
    https://bibliotekanauki.pl/articles/460142.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Opis:
    Emotions are associated with many areas of human life. They affect reception the reality, determine attitudes and judgment. The conducted study verified whether emotions (positive or negative) affect an interpersonal distance. 40 people took part in that study: 22 women and 18 men between the ages of 20 and 51 (M = 25 SD = 7.48). Analysis of the correlation between emotion and conversational distance showed a difference in the limit of statistical significance (t (38) =1.92; p = 0.06). It means that people who were induced by negative emotions could keep larger conversational distance (M1 = 64.7) than those who were induced by positive emotions (M2 = 54.2). In the case of positive emotions and minimal distance, the correlation analysis showed no statistically significant differences between the groups (U = 166.00; p = 0.36). There is also a link found between aroused emotions and emotions occurring while getting closer to each other, judgment of a neutral person and attitude towards her.
    Emocje są związane z wieloma obszarami ludzkiego życia. Wpływają na odbiór rzeczywistości, kształtują postawy i determinują oceny. Przeprowadzone badanie miało sprawdzić, czy emocje w zależności od ich rodzaju (pozytywne lub negatywne) wpływają na dystans interpersonalny. W badaniu wzięło udział 40 osób: 22 kobiety i 18 mężczyzn w wieku od 20 do 51 lat, (M=25 SD=7,48). Analizy korelacji związku emocji z dystansem konwersacyjnym wykazały różnicę na granicznym poziomie istotności statystycznej (t(38) = 1,92; p = 0,06). Oznacza to, że osoby którym indukowano emocje negatywne mogły wykazywać większy dystans konwersacyjny (M1 = 64,7) niż osoby którym indukowano emocje pozytywne. (M2 = 54,2). W przypadku emocji pozytywnych i badanego dystansu minimalnego, analiza korelacji nie wykazała istotnych statystycznie różnic pomiędzy grupami (U = 166,00; p = 0,36). Wykazano także związki pomiędzy indukowanymi emocjami a emocjami podczas zbliżania się, oceną neutralnie nastawionej osoby i postawą względem niej.
    Źródło:
    Ogrody Nauk i Sztuk; 2020, 10; 159-168
    2084-1426
    Pojawia się w:
    Ogrody Nauk i Sztuk
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive and negative emotions underlie motivation for L2 learning
    Autorzy:
    MacIntyre, Peter D.
    Vincze, Laszlo
    Powiązania:
    https://bibliotekanauki.pl/articles/781035.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    integrative motive
    L2 self system
    social-contextual model
    broaden and build theory
    positivity ratio
    Opis:
    The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 1; 61-88
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Potential of Emotional Intelligence in Personality Space
    Autorzy:
    Kaliská, Lada
    Kaliský, Ján
    Powiązania:
    https://bibliotekanauki.pl/articles/2004836.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    trait emotional intelligence construct
    Trait Emotional Intelligence Questionnaire (TEIQue-SF)
    Big Five factors
    positive and negative emotions
    regression analysis
    Opis:
    The study is based on the research analyses of K.V. Petrides’ (2011) trait emotional intelligence construct verified by his Trait Emotional Intelligence Questionnaire-TEIQue. Verification of the EI trait construct by stepwise regression analysis confirmed that it is determined only to a certain extent by the Big Five personality factors theory (14%) (by the TIPI questionnaire, Gosling, 2003) and by perception and experiencing of positive (15%) and negative (13%) mental states (by the SEHW questionnaire, Džuka & Dalbert, 2002). Thus, the emotional intelligence trait as a consistent construct partially captures individual variability of emotional aspects otherwise scattered across personality theories.
    Źródło:
    The New Educational Review; 2016, 46; 260-271
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DANCE AS AN IMPORTANT ELEMENT OF PHYSICAL ACTIVITIES AND ITS EFFECT ON HUMAN EMOTIONS
    Autorzy:
    Nevolná, Tatiana
    Král, Lubomír
    Powiązania:
    https://bibliotekanauki.pl/articles/566584.pdf
    Data publikacji:
    2015
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    dance
    movement
    negative emotions
    positive emotions
    students
    Opis:
    Background: The paper focuses on the problem of the effect of dance as a part of movement activities on human emotions and their experiencing in students. The movement activity has a positive impact not only on physical health of a human being, but also on his mental health. Movement not only serves to increase physical fitness in healthy subjects, physical activities suitably chosen can be applied in an effective way in with weakened organ systems. The movement is nowadays considered a suitable tool to eliminate excessive stress. Research results: The study summarises our research results of positive effect of dance on experiencing emotions of students that were verified and supported by medical practice that claims positive effect of movement on mental health of an individual. Our research results indicate that respondents from dance group experienced more positive emotions than the respondents from movement group. A statistically significant difference was found at the level of significance (p = 0.0425) in the respondents from dance group (Me = 16). Their frequency of experiencing positive emotions is statistically higher than in the respondents from movement group (Me = 13).
    Źródło:
    Ars inter Culturas; 2015, 4; 231-240
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Distinctive features and types of interrelation between the indices of emotional and volitional personality sphere
    Autorzy:
    Kyrylenko, Taisa
    Shamlyan, Karina
    Powiązania:
    https://bibliotekanauki.pl/articles/628046.pdf
    Data publikacji:
    2014
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    emotional and volitional sphere, emotional experience, emotions positive and negative, volitional organization of personality
    Opis:
    This article deals with the role of emotions in the will activity of the personality. The analysis of the empirical study results shows that appraisal of the role of emotional experience depends on the level of will development of the individuals under study. A methodical technique has been applied, by which the indices of the emotional and volitional sphere are considered throughout different life periods of the individuals under study. Types of interrelation between the indices of will and emotions are highlighted which illustrate certain variants of the influence of emotional experience on the formation of the will structure of the personality.
    Źródło:
    Journal of Education Culture and Society; 2014, 5, 2; 102-111
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory
    Autorzy:
    Oxford, Rebecca L.
    Powiązania:
    https://bibliotekanauki.pl/articles/780870.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    well-being theory
    positive psychology
    language learning experiences
    positive and negative emotions
    learner histories
    Opis:
    This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 593-615
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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