Effects of positive thinking intervention on negative emotions and quality of life in stroke patients:a scoping review

Objective:To analyze domestic and international studies on the effects of positive thought intervention therapy on negative emotions and the quality of life of stroke patients to provide a reference for future related studies.Methods:Using the scoping review method as a guide,computer searches of PubMed,Web of Science,Embase,Cochrane Library,China National Knowledge Infrastructure,Wanfang Database,China Vipers Full Text Database and China Biomedical Literature Database were conducted to collect relevant studies on the application of positive thinking interventions in stroke patients from the establishment to January 2023,and the literature was screened according to the inclusion and exclusion criteria,and the data were extracted and analyzed by two investigators independently.Results:The search yielded 964 publications,and a total of 19 were included.The time of publication,study site,study population,study design,study length,and type of results of the included studies was summarized and analyzed.Conclusions:Positive thinking-based interventions have shown significant changes in negative emotions such as anxiety and depression in stroke patients and can reduce somatic pain,enhance their social integration,and improve their quality of life.However,interventions in the areas of self-compassion,artificial intelligence and the adoption of tailoring need to be further explored.

Impact of web-based positive psychological intervention on emotions,psychological capital,and quality of life in gastric cancer patients on chemotherapy

BACKGROUND Gastric cancer is a malignant digestive tract tumor that originates from the epithelium of the gastric mucosa and occurs in the gastric antrum,particularly in the lower curvature of the stomach.AIM To evaluate the impact of a positive web-based psychological intervention on emotions,psychological capital,and quality of survival in gastric cancer patients on chemotherapy.METHODS From January 2020 to October 2023,121 cases of gastric cancer patients on chemotherapy admitted to our hospital were collected and divided into a control group(n=60)and an observation group(n=61)according to the admission order.They were given either conventional nursing care alone and conventional nursing care combined with web-based positive psychological interventions,respectively.The two groups were compared in terms of negative emotions,psychological capital,degree of cancer-caused fatigue,and quality of survival.RESULTS After intervention,the number of patients in the observation group who had negative feelings toward chemotherapy treatment was significantly lower than that of the control group(P<0.05);the Positive Psychological Capital Questionnaire score was considerably higher than that of the control group(P<0.05);the degree of cancer-caused fatigue was significantly lower than that of the control group(P<0.05);and the Quality of Life Scale for Cancer Patients(QLQ-30)score was significantly higher than that of the control group(P<0.05).CONCLUSION Implementing a web-based positive psychological intervention for gastric cancer chemotherapy patients can effectively improve negative emotions,enhance psychological capital,and improve the quality of survival.

Short-Term Mindfulness Intervention on Adolescents’ Negative Emotion under Global Pandemic

Objective:In this research,we tried to explore how short-term mindfulness(STM)intervention affects adoles-cents’anxiety,depression,and negative and positive emotion during the COVID-19 pandemic.Design:10 classes were divided into experiment groups(5 classes;n=238)and control(5 classes;n=244)randomly.Hospital Anxi-ety and Depression Scale(HADS)and Positive and Negative Affect Schedule(PANAS)were used to measure par-ticipants’dependent variables.In the experiment group,we conducted STM practice interventions every morning in theirfirst class from March to November 2020.No interventions were conducted in the control group.Methods:Paired-sample t-tests were used to identify if a significant difference exists between every time point of the experimental and control groups.Repeated ANOVA and Growth Mixture Model(GMM)were used to analyze the tendency of positive and negative emotions,anxiety,and depression in the experimental group.Results and Conclusions:(1)With the intervention of STM,there was a significant decrease in negative emotions and an increase in positive emotions in the experimental group,whereas there were non-significant differences in the control group.(2)To explore the heterogeneity trajectories of dependent variables,we built a GMM and found there were two latent growth classes in the trajectories.(3)The results of the models showed their trajec-tories were downward,which meant that the levels of anxiety,depression,and negative emotions of participants decreased during the STM training period.Nonetheless,the score of positive affect showed upward in three loops of intervention,which indicated that the level of the participants’positive affect increased through the STM inter-vention.(4)This research indicated that STM should be given increasing consideration to enhance mental health during the worldwide outbreak of COVID-19.

The positive and negative emotion functions related to loneliness:a systematic review of behavioural and neuroimaging studies

Loneliness is associated with high prevalences of major psychiatric illnesses such as major depression.However,the underlying emotional mechanisms of loneliness remained unclear.We hypothesized that loneliness originates from both decreases in positive emotional processing and increases in negative emotion processing.To test this,we conducted a systematic review of 29 previous studies(total participants n=19560,mean age=37.16 years,female proportion=59.7%),including 18 studies that included ques-tionnaire measures of emotions only,and 11 studies that examined the brain correlates of emotions.The main findings were that loneliness was negatively correlated with general positive emotions and positively correlated with general negative emotions.Fur-thermore,limited evidence indicates loneliness exhibited negative and positive correlations with the brain positive(e.g.the striatum)and negative(e.g.insula)emotion systems,respectively,but the sign of correlation was not entirely consistent.Additionally,loneli-ness was associated with the structure and function of the brain emotion regulation systems,particularly the prefrontal cortex,but the direction of this relationship remained ambiguous.We concluded that the existing evidence supported a bivalence model of lone-liness,but several critical gaps existed that could be addressed by future studies that include adolescent and middle-aged samples,use both questionnaire and task measures of emotions,distinguish between general emotion and social emotion as well as between positive and negative emotion regulation,and adopt a longitudinal design that allows us to ascertain the causal relationships between loneliness and emotion dysfunction.Our findings provide new insights into the underlying emotion mechanisms of loneliness that can inform interventions for lonely individuals.

感知教师情感支持对初中生学习幸福感的影响:有调节的中介模型

采用中学生感知教师情感支持问卷、积极心理资本问卷和初中生学习主观幸福感量表,对716名初中生进行测查,探讨初中生感知教师情感支持对学习幸福感的预测作用。结果显示:感知教师情感支持、积极心理资本与学习幸福感三者之间均显著正相关;积极心理资本及其各维度在感知教师情感支持与学习幸福感之间发挥部分中介作用;性别在积极心理资本影响学习幸福感的这一中介过程的后半段起到调节作用,在初中男生群体中,积极心理资本对其学习幸福感的正向预测作用更强。建议增强教师情感支持,培养学生积极心理资本,关注学生性别差异,对不同年级要“因年级制宜”,提供有针对性的指导。

临场感对高校学生在线学习持久性的影响研究

知识经济与信息化时代背景下,在线学习成为高等教育不可或缺的一部分。然而,相较于线下学习,高校学生的在线学习效果尚不理想。学习持久性作为个体在学习任务中持续参与并坚持完成的能力体现,对学习效果有较大影响。既有研究关注到在线学习持久性的诸多前因,却尚未深入探讨临场感这一重要学习环境感知内容的潜在影响。基于此,文本以临场感理论为切入点,深入考察其影响高校学生在线学习持久性的作用机制与关键边界。数据分析结果表明:临场感正向影响学生的在线学习持久性;积极成就情绪是临场感影响在线学习持久性的潜在作用路径;与低学业控制感的学生相比,临场感对高学业控制感学生的在线学习持久性的正向影响会变弱。文本以“促进学生在线学习持久性”为目标进行科学研究,相关结论为提高线上教学质量提供参照。

高一学生求助数学教师行为对数学成绩的影响:链式多重中介模型

为考察高一学生求助数学教师行为对数学成绩的影响机制,本研究采用求助数学教师行为问卷、中学生感知到的数学教师支持问卷、数学学业情绪量表和中学生数学学习投入量表对986名高一学生进行问卷调查。结果发现,高一学生求助数学教师行为与数学成绩的关系中存在三重预测路径,包括一条直接路径、三条简单中介路径和四条链式中介路径。研究表明,个体自发求助行为、教师给予更多支持、激发学生积极学业情绪、增加其学习投入程度,是提升高一学生数学成绩的重要途径。这对于以学生为主体,培养个体学习主动性和提升数学成绩有重要价值。

父母支持对小学生数学学业表现的影响:积极情绪与学习投入的链式中介效应

父母支持对小学生数学学习有着重要影响。以Z省H市1299名小学高年级学生为调查对象,探讨父母支持对小学生数学学业表现的影响。研究发现,父母支持和数学学业表现之间存在显著的正相关;学生的积极情绪在父母支持与数学学业表现的关系中起部分中介作用;父母支持不仅可以直接预测孩子的数学学业表现,而且通过学习投入的中介作用间接预测数学学业表现;积极情绪与学习投入存在直接正向关系,与此同时,积极情绪与学习投入在父母支持与数学学业表现之间呈现链式中介效应。这提示政府部门、学校、教师和父母应充分发挥多方协作的力量,为小学生数学学习提供有力支持。比如,政府部门和学校应加强指导和监督,提供政策和制度保障;教师应提升自身素养,推动家校合力共助;父母应增强自身家庭教育能力,提供适当的学业和情感支持;等等。

当代大学生积极心理品质现状及其相关因素研究

为探讨当代大学生积极心理品质现状及其相关影响因素,本研究采用问卷调查法对726名在校大学生进行调查。结果表明:当代大学生积极心理品质总体发展状况较好,其中情感维度均值最高,节制维度均值最低;大学生积极心理品质在性别、人际关系、班级成绩排名、对所学专业满意程度上均存在显著差异;大学生积极心理品质与学业情绪和共情能力存在显著相关;积极学业情绪与共情能力可正向预测积极心理品质,消极学业情绪可负向预测积极心理品质。大学生积极心理品质特征应持续关注,可从多方面探索积极心理品质的影响因素,采取恰当措施加强大学生的积极心理品质培育和培养。

学习打卡对知识付费用户持续使用意愿的影响研究

结合使用与满足理论和学业情绪理论,探讨知识付费平台中用户的学习打卡能否有效促进其持续使用意愿。先通过访谈和编码分析用户学习打卡的行为,提炼影响用户持续使用意愿的核心要素,构建理论模型;随后采用问卷调查和量化分析的方法,验证上述模型并得出结论。研究表明:用户的需求满足程度可显著促进持续使用意愿;积极高唤醒情绪和积极低唤醒情绪均对需求满足程度和持续使用意愿有部分中介效应,其中直接效应大于间接效应。

Stress Inoculation Training on Cognitive Emotional Regulation: The Effect on Vulnerable Married Female Adolescents

Married female adolescents are the most vulnerable people that culturally marry with their parents’ permission in Iran. This study aimed to investigate the effectiveness of stress inoculation training (SIT) on cognitive emotional regulation (CER) in these women. The method of this research was semi-experiment with pretest and posttest. The statistical society was the married adolescent female students from Qom high schools (80 people). First, they were assessed by cognitive emotional regulation questionnaire to find the subjects under the CER cut of point (55 people). Then 30 participants were randomly selected and were equally divided into experimental and control groups. The entry criteria for samples were female married students between 17 and 19 from low socioeconomic income. The experimental group received 8 sessions of SIT training while there was no intervention for control group. Results from MANCOVA analysis showed that there were significant differences between groups on cognitive emotional regulation in post-test. The data of pretest were the covariate factor. Finding suggests SIT is effective for cognitive emotional regulation in vulnerable married female adolescents. In addition, this training method elevates positive emotional strategies, which correlate with planning, focusing and organizing the emotions. In contrast, except self and the others blaming, negative emotional strategies differed slightly.

积极心理学视角下大学生的学业情绪体验及情绪调节策略研究——以二语写作中的“师生合作评价”为例

从积极心理学视角出发,基于控制—价值理论,运用学业情绪概念框架,以“师生合作评价”为情境,采用个案研究法探究三名研究对象在“师生合作评价”流程中的学业情绪体验及情绪调节策略使用情况。结果显示:三名研究对象在师生合作评价的不同阶段均呈现出复杂、多变、动态化的情绪体验;研究对象使用了情绪导向、评估导向、能力导向以及情境导向等情绪调节策略,且呈现出明显的个性化特征。

Electroencephalographic coherences during emotion identification task

Coherence, a measure of spectral similarity, may estimate cortical coupling between two EEG signals as a function of frequency. The coherence between EEG signals from different brain areas depends on the structural connection and functional coupling between two regions. The theory of hemispheric specialization proposes left hemisphere activation to positive emotions and right one to negative emotions. Other proposal is that right hemisphere activation occurs with emotional stimuli. In the present study EEG coherences were calculated during the presentation of the International Affective Pictures to 36 healthy male university students. The subjects’ task was to determine the valence of the stimuli. Base line recording were done with subjects observing the blank monitor. Our results showed higher coherences during the emotional condition. No differences between negative and positive emotions were obtained. Neutral pictures evoked the highest coherence values. These data suggest that coherences between functionally coupled brain areas do not reflect emotional recognition of the valence of stimuli, but they are internal indicators of different mental processes such as memory, mental effort and arousal. Our findings do not support the theory of hemispheric specialization, neither the theory of right hemisphere;rather they suggest a complex activation pattern that involves mostly frontal areas in connection with the entire cortex.

专递课堂环境下学生的积极学业情绪对学习投入的影响研究

专递课堂的开展从根本上缓解了乡村教学点“开不齐、开不足、开不好”国家规定课程的问题。专递课堂中由于师生空间分离,导致教学点学生的学习投入不深且学习质量不高。学业情绪是影响学生学习投入的内部因素之一,尤其是积极情绪在学生的认知过程中扮演着重要角色。为探究专递课堂环境下学生积极学业情绪对学习投入的影响机制,研究针对湖北省咸宁市11所乡村教学点的214名学生开展问卷调查。结果发现:(1)积极高唤醒、积极低唤醒均能显著正向预测学习投入;(2)学业自我效能感在积极高唤醒、积极低唤醒与学习投入之间起部分中介作用;(3)追求成功动机对中介效应的调节作用不显著,避免失败动机对中介效应的调节作用显著。最后基于研究结果从学业情绪视角提出提升学习投入的建议,为助力专递课堂学生学习质量提升提供实践借鉴。

娱乐—学习冲突对学习满意度的影响:有调节的中介模型

通过调查娱乐—学习冲突对学生学习满意度的影响,结果表明:积极学业情绪和消极学业情绪在娱乐—学习冲突与学生学习满意度之间起并行中介作用;认知重评对于娱乐—学习冲突中介路径的前半段起调节作用,当认知重评水平较高时,娱乐—学习冲突对积极学业情绪的负向预测作用减弱。因此,娱乐—学习冲突通过积极学业情绪、消极学业情绪影响学习满意度,其中认知重评缓解了娱乐—学习冲突对积极学业情绪带来的消极影响。具体到实践中,应帮助学生掌握情绪调节策略,提高情绪调节能力,促进学生积极学业情绪的发展;制定明确的发展目标和计划,在兼顾休闲的同时提升自主学习质量;提供均衡的学习休闲生活,满足学生多领域发展的需求,实现学习与休闲娱乐的平衡。

父母体罚与学龄儿童学业情绪的关系:执行功能的中介作用

目的:探讨父母体罚与学龄儿童学业情绪间的关系以及执行功能3个维度即行为调节、情绪调节以及认知调节的中介作用。方法:以449名学龄儿童及父母为被试,采用亲子冲突解决策略量表、学龄儿童执行功能行为评定量表以及学业情绪量表作为研究工具分别测查父母体罚、儿童执行功能以及积极/消极学业情绪。结果:(1)父亲体罚显著正向预测儿童学习前(b=0.13,P<0.05)和学习中消极情绪(b=0.15,P<0.05);(2)情绪调节在父母体罚与学习前和学习中消极情绪的关系间起着完全中介作用;(3)认知调节在父母体罚与学习前和学习中积极/消极情绪的关系间起着完全中介作用。结论:父母体罚通过执行功能影响儿童学业情绪的过程存在特异性。

大学生学业情绪现状及其与积极心理品质的关系

为探讨大学生学业情绪现状及其与积极心理品质的关系,本研究采用问卷调查法对全国19个省会城市、直辖市和经济特区33所本科院校的1 752名在校学生进行调查。结果发现:大学生学业情绪中积极体验较消极情绪多;大学生学业情绪在性别、是否独生子女、是否师范生、年级、专业上存在显著差异;大学生学业情绪与积极心理品质之间相关显著;大学生学业情绪对积极心理品质具有预测作用。

大学生自我效能感对积极学业情绪和成就目标定向的中介作用

目的:探讨学业自我效能感在大学生积极学业情绪和成就目标定向之间的中介效应。方法:采用大学生学业情绪问卷(AEQ)、大学生学业自我效能感问卷和成就目标量表对423名大学生进行测量,运用SPSS 19.0和MPLUS 7.0对数据进行统计分析。结果:成就目标定向对积极情绪的直接效应为0.129,自我效能感对积极情绪的直接效应为0.524,自我效能感在成就目标定向与积极情绪之间的中介效应为0.171,中介效应占总效应的比例为57%。结论:学业自我效能感在大学生积极学业情绪和成就目标定向之间存在显著的部分中介效应。

在线学业情绪对学习投入的影响——社会认知理论的视角

在线学习投入是有效衡量在线学习质量的重要指标。现有研究已从学习平台、课程资源等客观物理环境的角度探讨了在线学习环境对在线学习投入的影响,但忽略了在线学习中个体情感体验所形成的独特心理环境的作用。本研究基于社会认知理论,采用在线学业情绪量表、学习效能感量表和在线学习投入量表,对386名在线学习大学生进行问卷调查,以探索在线学业情绪对学习投入的影响,并分析学习效能感在其中的作用。调查结果发现:1)在线学习者积极学业情绪、消极学业情绪、学习效能感与在线学习投入两两之间显著相关,在线学业情绪是影响在线学习投入的重要心理因素;2)学习效能感在积极学业情绪对在线学习投入影响过程中起完全中介作用,在消极学业情绪对在线学习投入的影响过程中起部分中介作用;3)在线学习过程中,学习者应善于情绪调节,保持积极情绪与增强在线学习效能感以提高在线学习投入水平。

高职课堂中学生积极学业情绪的调动

高职学生主要存在33种学业情绪,其中消极学业情绪超过积极学业情绪。这些学业情绪受到教师、学生自身、教学内容、教学环境等因素的影响。在课堂中,高职教育者可以通过精心设计活动、优化课堂氛围、注重过程评价等方法来调动学生的积极学业情绪,从而对学生学习效率和学习能力等产生积极作用。