![]() ![]() ![]() For example, it has been found that while low positive emotion is associated with a high threshold for recognizing happiness, high negative emotion is associated with a low threshold for recognizing disgust and dislike. Angie and colleagues found that major affect states (e.g., sadness, anger, fear or anxiety, happiness) have significant effects on judgment, while positive and negative emotions influence the recognition of emotional cues. According to several authors, emotion plays a key role in cognitive processes such as decision-making and judging events. Interestingly, a circular dynamic has been observed, whereby affect states appear to influence cognitive processing. In line with such findings, some authors have found that individuals decide how to react and respond to social situations according to their perceptions of others’ facial expressions and past experiences with them. Accordingly, Lazarus stated that emotions are intrinsically relational: therefore, the ability to correctly evaluate the type and intensity of other people’s emotions is of key importance, as this process endows relational meaning on one’s interactions. For example, other peoples’ emotional expressions are used as a source of information, such that when people interact, mutual emotional and affective expressions fulfill a regulatory function. įurthermore, numerous have shown that individuals acquire information about the social environment and events, and consequently modulate their emotional and behavioral responses, by observing others. For example, teachers who view themselves as capable of managing organizational and relational demands at school feel less anxious about their professional role. ![]() Teachers’ perceptions of and expectations concerning their own personal characteristics, relationships with students and colleagues, school resources and demands can have a major influence on their emotional experiences at school. In relation to educational settings, the role of appraisal in the emotions experienced by teachers has been extensively studied. Consequently, the quality and intensity of the elicited emotion will not depend on the situation itself, but on a person’s subjective evaluation of the situation in terms of a set of appraisal dimensions. In other words, the appraisal theory of emotions accounts for why the same external event does not necessarily lead to the same emotions in different individuals or, to put it another way, why there are individual differences in the emotions that people experience in response to the same events. Hence, it is the individual’s appraisal of the situation that elicits specific emotions and the specific meaning attributed to a particular event may explain the quality of the resulting emotion experience. ![]() Appraisal theory states that emotion in an individual is elicited by a psychological appraisal which involves evaluating and judging events and situations. In educational settings, for example, teachers experience positive emotions when they acknowledge students’ motivation and commitment and negative emotions when they feel unable to manage students’ misbehavior. This may yield a match (eliciting positive emotion) or a mismatch (eliciting negative emotion) between the actual and expected state of affairs. When assessing events and situations, individuals compare expected and experienced environmental conditions. Appraisal theory represents a cognitive approach to emotional processing. Experiencing events that cause emotions requires individuals to engage in judgment or appraisal of significance or relevance of these occurrences vis-à-vis their own personal motives, goals, or concerns. Emotional Appraisal Process and Affect StatesĮmotional processing is a multidimensional activity that includes appraisal of an event, subjective experience, physiological change, emotion expression, and action tendencies. ![]()
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