Origins and Functions of Positive and Negative Affect: A Control-Process View.
TL;DR: In this paper, the authors examined the question of how affect arises and what affect indicates from a feedback-based view-point on self-regulation using the analogy of action control as the attempt to diminish distance to a goal, and proposed a second feedback system that senses and regulates the rate at which the action-guiding system is functioning.
Abstract: The question of how affect arises and what affect indicates is examined from a feedback-based view-point on self-regulation. Using the analogy of action control as the attempt to diminish distance to a goal, a second feedback system is postulated that senses and regulates the rate at which the action-guiding system is functioning
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TL;DR: The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
Abstract: In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
9,580Â citations
Cites background from "Origins and Functions of Positive a..."
...I call this the broaden-and-buiid theory of posiiive emotions (Fredrickson, 1998)....
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...Perspectives on the Functions of Affect and Emotions Positive affect, according to numerous theorists, facilitates approach behavior (Cacioppo, Gardner, & Berntson, 1999; Davidson, 1993; Watson, Wiese, Vaidya, & Teilegen, 1999) or continued action (Carver & Scheier, 1990; Clore, 1994)....
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TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
7,222Â citations
TL;DR: The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them as mentioned in this paper, and characterizes emotion in terms of response tendencies.
Abstract: The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. This review takes an evolutionary perspective and characterizes emotion in terms of response tendencies. Emotion regulation is denned and distinguished from coping, mood regulation, defense, and affect regulation. In the increasingly specialized discipline of psychology, the field of emotion regulation cuts across traditional boundaries and provides common ground. According to a process model of emotion regulation, emotion may be regulated at five points in the emotion generative process: (a) selection of the situation, (b) modification of the situation, (c) deployment of attention, (d) change of cognitions, and (e) modulation of responses. The field of emotion regulation promises new insights into age-old questions about how people manage their emotions.
6,835Â citations
Cites background from "Origins and Functions of Positive a..."
...For example, Carver and Scheier (1990) view emotion as the readout of a system that monitors the rate at which the discrepancy between a goal and reality is being decreased (also see Hsee & Abelson, 1991, for a similar position)....
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TL;DR: Examination of the scale on somewhat different grounds, however, does suggest that future applications can benefit from its revision, and a minor modification to the Life Orientation Test is described, along with data bearing on the revised scale's psychometric properties.
Abstract: Research on dispositional optimism as assessed by the Life Orientation Test (Scheier & Carver, 1985) has been challenged on the grounds that effects attributed to optimism are indistinguishable from those of unmeasured third variables, most notably, neuroticism. Data from 4,309 subjects show that associations between optimism and both depression and aspects of coping remain significant even when the effects of neuroticism, as well as the effects of trait anxiety, self-mastery, and self-esteem, are statistically controlled. Thus, the Life Orientation Test does appear to possess adequate predictive and discriminant validity. Examination of the scale on somewhat different grounds, however, does suggest that future applications can benefit from its revision. Thus, we also describe a minor modification to the Life Orientation Test, along with data bearing on the revised scale's psychometric properties.
6,395Â citations
TL;DR: In this paper, self-report scales to assess dispositional BIS and behavioral activation system (BAS) sensitivities were created, and a situation in which Ss anticipated a punishment was created.
Abstract: J. A. Gray (1981, 1982) holds that 2 general motivational systems underlie behavior and affect: a behavioral inhibition system (BIS) and a behavioral activation system (BAS). Self-report scales to assess dispositional BIS and BAS sensitivities were created. Scale development (Study 1) and convergent and discriminant validity in the form of correlations with alternative measures are reported (Study 2). In Study 3, a situation in which Ss anticipated a punishment was created. Controlling for initial nervousness, Ss high in BIS sensitivity (assessed earlier) were more nervous than those low in BIS sensitivity. In Study 4, a situation in which Ss anticipated a reward was created. Controlling for initial happiness, Ss high in BAS sensitivity (Reward Responsiveness and Drive scales) were happier than those low in BAS sensitivity. In each case the new scales predicted better than an alternative measure. Discussion is focused on conceptual implications.
6,345Â citations
References
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01 Jan 1986
TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
Abstract: 1. Models of Human Nature and Casualty. 2. Observational Learning. 3. Enactive Learning. 4. Social Diffusion and Innovation. 5. Predictive Knowledge and Forethought. 6. Incentive Motivators. 7. Vicarious Motivators. 8. Self-Regulatory Mechanisms. 9. Self-Efficacy. 10. Cognitive Regulators. References. Index.
21,686Â citations
TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.
Abstract: Una exploracion de los avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, y autoregulatorios.
20,904Â citations
Book•
01 Jan 1955
TL;DR: In this paper, a reissue of George Kelly's classic work Personal Construct Psychology (PCP) is presented. And the implications of PCP for clinical practice are discussed. But the authors do not discuss the authorship of the book.
Abstract: First published in 1992. Unavailable for many years this is a reissue of George Kelly's classic work. It is the bible of personal construct psychology written by its founder. The first volume presents the theory of personal construct psychology and the second volume shows the implications for clinical practice.
9,065Â citations
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Abstract: Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. The task for investigators of motivation and personality is to identify major patterns of behavior and link them to underlying psychological processes. In this article we (a) describe a research-based model that accounts for major patterns of behavior, (b) examine the generality of this model—its utility for understanding domains beyond the ones in which it was originally developed, and (c) explore the broader implications of the model for motivational and personality processes.
8,588Â citations
7,489Â citations