The cultural construction of emotions

Mesquita, Batja; Boiger, Michael; Leersnyder, Jozefien De

doi:10.1016/j.copsyc.2015.09.015

Cited by 160 publications

(167 citation statements)

References 45 publications

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“…College students with independent self-construal will frankly express emotions in harmony with what they feel. The cognitive reappraisal regulation strategy will bridge between what is felt with their expression (Mesquita, Leersnyder, & Albert, 2014) so that there is no gap (Eng, 2012). Meanwhile, when using a suppression, they would interfere with their self-concept because it must be covered up which means that it is not suitable between what is felt and want to be expressed (Eng, 2012).…”

Section: Discussionmentioning

confidence: 99%

The Correlation of Self-Construal, Self-Efficacy, and Emotional Regulation Strategy as Cultural Factors with Social Anxiety: Preliminary Study

Suryaningrum¹

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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Abstract. The purpose of this preliminary study is to examine the correlation between self-construal, self-efficacy and emotion regulation strategies as cultural-related factors with social anxiety of college students in the context of collectivist societies (Indonesia). In addition, the present study investigates the development of level of social anxiety self-construal in them. This study was a quantitative-survey study with t-test and correlational analysis involving 116 undergraduate students as the research subjects. The results showed a significant correlation (p <0.05) between interdependent self-construal with social anxiety, independent self-construal with self-efficacy and cognitive reappraisal strategy. Moreover, the result also indicated that college students' social anxiety level was high enough and the self-construal was more developed. The results of this preliminary study are expected to serve as a basis for building social anxiety model based on self-construal and intervention.

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Section: Discussionmentioning

confidence: 99%

The Correlation of Self-Construal, Self-Efficacy, and Emotional Regulation Strategy as Cultural Factors with Social Anxiety: Preliminary Study

Suryaningrum¹

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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“…• We pinpoint several conflicting assumptions and observations that have led 15 the research astray, and suggest a number of key topics for establishing the drivers and constraints involved in deriving pleasure out of music-related sadness.…”

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confidence: 99%

“…(i) Our philosophical stance to emotions is a nonessentialist perspective that questions the existence of fixed universal types of emotions, and considers emotions as complex, constructed experiences [14,15]. Moreover, we embrace an integrative approach to emotions, where we acknowledge the necessity of looking 60 at the issue across multiple levels (biological, psychological, social, and cultural).…”

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confidence: 99%

An integrative review of the enjoyment of sadness associated with music

Eerola

Vuoskoski

Peltola

et al. 2018

Physics of Life Reviews

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Citation for published item:ierolD F nd uoskoskiD tF uF nd eltolD rFEF nd utkinenD F nd h¤ ferD uF @PHIUA 9en integrtive review of the enjoyment of sdness ssoited with musiF9D hysis of life reviewsF F Further information on publisher's website: httpsXGGdoiForgGIHFIHITGjFplrevFPHIUFIIFHIT Publisher's copyright statement:Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe recent surge of interest towards the paradoxical pleasure produced by sad music has generated a handful of theories and an array of empirical explorations on the topic. However, none of these have attempted to weigh the existing evidence in a systematic fashion. The present work puts forward an integrative framework laid out over three levels of explanation -biological, psycho-social, and cultural -to compare and integrate the existing findings in a meaningful way. First, we review the evidence pertinent to experiences of pleasure associated with sad music from the fields of neuroscience, psychophysiology, and endocrinology. Then, the psychological and interpersonal mechanisms underlying the recognition and induction of sadness in the context of music are combined with putative explanations ranging from social surrogacy and nostalgia to feelings of being moved. Finally, we address the cultural aspects of the paradox -the extent to which it is embedded in the Western notion of music as an aesthetic, contemplative object -by synthesising findings from history, ethnography, and empirical studies. Furthermore, we complement these explanations by considering the particularly significant life meanings that sadness portrayed in art can evoke in some perceivers. Our central claim is that one cannot attribute the enjoyment of sadness fully to any one of these levels, but to a chain * Corresponding author Email address: tuomas.eerola@durham.ac.uk (Tuomas Eerola)Preprint submitted to Physics of Life Reviews November 10, 2017 of functionalities afforded by each level. Each explanatory level has several putative explanations and its own shift towards positive valence, but none of them deliver the full transformation from a highly negative experience to a fully enjoyable experience alone. The current evidence within this framework ranges from weak to non-existent at the biological level, moderate at the psychological level, and suggestive at the cultural level. We propose a series of focussed topics for future investigation that would allow to deconstruct the drivers and constraints of the processes leading to pleasurable music-related sad...

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“…Es así como el marco cultural articula la representación social de la emoción, así como el desempeño emocional de los sujetos (o saber sentir), a través de distintos mecanismos de socialización (Dunsmore & Halberstadt, 2009;García, Crnic, Lamberty, & Wasik, 1996;Mesquita & Albert, 2007).…”

Section: Antecedentes Sobre Diferencias Culturales Y Socialización Deunclassified

Predominancia de la educación emocional occidental en contexto indígena: necesidad de una educación culturalmente pertinente

et al. 2016

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ResumenEste artículo es de carácter teórico, en él reflexionamos sobre el desafío de revisar los marcos sobre la educación emocional que necesita reconocer e identificar las variaciones de los problemas sociales y culturales asociadas a la educación familiar mapuche como eje de formación emocional propio. Partimos de la reconsideración de la dimensión emocional en la escuela, acompañada de investigaciones que apuntan al mejoramiento de ciertas habilidades emocionales tanto en los estudiantes como en los profesores. Este reconocimiento se asocia con un ideal de competencias emocionales o ideal emocional en el aula.Sin embargo, en este ideal de educación emocional, se ha dejado de considerar el saber emocional de los estudiantes que pertenecen a culturas de grupos minoritarios, donde el ideal emocional construido en el marco de la educación familiar puede distar del predominante en las escuelas. Esta situación de la escuela y la educación en contextos indígenas, puede generar choques culturales que, en contextos de diversidad social y cultural, pueden ser ignorados o mal interpretados, generando procesos de discriminación e inequidad. Esta problemática puede ser abordada desde una epistemología emocional propia; permitiendo el reconocimiento de la educación emocional y la identidad cultural mapuche mediante un enfoque educativo intercultural.Palabras clave: Escuela; educación afectiva; educación familiar. Dominance of Western emotional education on indigenous context: the need for a culturally pertinent emotional education AbstractIn this theoretical article we reflect on the challenge of checking the frameworks related to the emotional education that need to recognize and identify the variations of the social and cultural problems associated with the mapuche family education as core of the own emotional formation. We start with a reconsideration of the emotional dimension of the school, accompanied by investigations that aim to the improvement of certain emotional skills in students as well as in professors. This recognition is associated with an ideal of emotional competencies or an emotional ideal in the classroom. Previously, however, in this ideal of emotional education, the emotional knowledge of the student who belongs to the culture of minority groups has not longer been considered, especially when the emotional ideal built on the framework of the family education may be far from the predominant one in the schools. When social and cultural diversity is ignored or misinterpreted in school and in education in indigenous contexts, cultural clashes emerge creating processes of discrimination and inequity. This problem can be addressed with a proper emotional epistemology, allowing for recognition of the emotional education and the mapuche cultural identity by using an intercultural educational approach.Keywords: School; affective education; family education. Predomínio da educação emocional ocidental em contexto indígena: necessidade de uma educação culturalmente pertinente ResumoEste artigo teórico reflete o ...

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The cultural construction of emotions

Cited by 160 publications

References 45 publications

The Correlation of Self-Construal, Self-Efficacy, and Emotional Regulation Strategy as Cultural Factors with Social Anxiety: Preliminary Study

The Correlation of Self-Construal, Self-Efficacy, and Emotional Regulation Strategy as Cultural Factors with Social Anxiety: Preliminary Study

An integrative review of the enjoyment of sadness associated with music

Predominancia de la educación emocional occidental en contexto indígena: necesidad de una educación culturalmente pertinente

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