Adult emotions

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions anger, sadness, fear, boredom were considered by teachers and students to be especially salient in learning, with self-conscious emotions guilt, embarrassment, shame mentioned by more students than staff.

Do you wonder sometimes why people act unreasonable and childish sometimes, often many times during a single day? Childish reactions are the cause of most conflicts and relationship issues. This known as age regression. Our brains constantly scan our environments and compare our present experiences with our memories from the past.

Film clips are proven to be one of the most efficient techniques in emotional induction. However, there is scant literature on the effect of this procedure in older adults and, specifically, the effect of using different positive stimuli. Thus, the aim of the present study was to examine emotional differences between young and older adults and to know how a set of film clips works as mood induction procedure in older adults, especially, when trying to elicit attachment-related emotions. To this end, we use this procedure to analyze differences in subjective emotional response between young and older adults.

This study addressed the degree to which adults' emotional states influence their perception of emotional states in children and their motivation to change such states. Happiness, sadness, anger, or a neutral state was induced in adults, who then viewed slides of 4-year-old children who were actually experiencing various emotional states. Adults' own emotional states had little impact on their accurate recognition of children's emotions or on their motives for social action to change such emotions.