The distinction between affect and cognition

Haes, J.C.J.M. de; Pennink, Bartjan; Welvaart, K

doi:10.1007/bf00300368

Cited by 33 publications

(8 citation statements)

References 13 publications

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“…study supports some researchers' ideas that the affective and cognitive components of Subjective Well-being are somewhat distinctive (Beiser, 1974;Campbell, Converse, & Rogers, 1976;DeHaes, Pennink, & Welvaart, 1987). Pavot and Diener (1993) pointed out that there is evidence that cognitive and affective measures form separate factors.…”

Section: International Journal Of Research Studies In Psychology 53supporting

confidence: 67%

A study on the relationship of college students’ personal projects to subjective well-being

Wang¹

2015

IJRSP

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This study aimed at exploring the relationship between goal-directed activities and subjective well-being through Personal Projects Analysis (PPA). 316 college students completed the Personal Projects Analysis (PPA), Satisfaction with Life Scale (SWLS) and Scales of Pleasant and Unpleasant Affect. The results showed that participants who reported higher levels of SWLS and pleasant affect rated their personal projects significantly higher on PPA factors reflecting Project Meaning, Project Control and Project Interpersonal Relationship than did participants who reported lower levels of subjective well-being. While PPA factor Project Control emerged as a reliable predictor of SWLS, factor Project Meaning did as a reliable predictor of positive affect. Project Strain appeared to have no significant effects on subjective well-being. The results suggested that subjective well-being is associated with pursuing personal projects that are meaningful, better controlled, and supported by others.

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Section: International Journal Of Research Studies In Psychology 53supporting

confidence: 67%

A study on the relationship of college students’ personal projects to subjective well-being

Wang¹

2015

IJRSP

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“…However, the fact remains that various researchers claimed that satisfaction affects the cognitive and affective components separately (Stock et al , 1986; Judge and Hulin, 1993). So these two components behave differently depending on the time elapsed and the different relationships with other variables (DeHaes et al , 1987). Consequently, the two dimensions of subjective well-being are not completely independent, but are somewhat different and can provide complementary information when assessed separately (Pavot and Diener, 1993).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Does the quality of academic life mediate the satisfaction, loyalty and recommendation of HEI students?

Pedro

Alves

Leitão

2018

IJEM

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Purpose The purpose of this paper is to identify the effects of students’ satisfaction with services on quality of academic life (QAL), formed by cognitive and affective components; and to assess the mediating effect of QOL components (cognitive and affective) on students’ loyalty and recommendation. Design/methodology/approach Based on 726 respondent students from public higher education institutions (HEIs) in Portugal, this paper uses a partial least squares approach to analyze the impact of satisfaction on emotions and students’ QAL and to assess whether emotions influence recommendation and loyalty. Findings The results reveal that satisfaction influences both cognitive and affective components of QAL. The cognitive component has a positive and significant influence on recommendation and loyalty whilst the affective component has no significant effect. Practical implications The results obtained here provide implications for future action to be taken by HEI managers, in order to increase efficiency in the allocation and management of scarce resources. Therefore, when incorporating these results in decision-making processes, attention should be paid to the importance of the influence of satisfaction on QAL’s cognitive and affective components, stressing the importance of the cognitive components associated with learning experiences that play an important role in students’ future decisions in terms of loyalty and recommendation, which, in turn, are pillars of HEI sustainability. Originality/value The present study contributes to the literature on HEI management by assessing the influence of satisfaction on two components of QAL separately: cognitive components and affective components. In addition, the causality relationships are analyzed, assessing the emotional nexus, in order to deepen knowledge about the role played by both affective and cognitive components in students’ loyalty and recommendation, which need to be addressed and studied by carrying out new research.

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“…Existe evidencia empírica de que ambos componentes están relacionados (Beiser, 1974;Diener, 1994;Kushman & Lane, 1980), pero tal y como indican otros autores, como De Haes, Pennink & Welwaart (1987) ;Stock, Okun & Benin (1986); Okun & Stock (1987), también habría motivos para evaluarlos por separado, ya que muestran diferentes evoluciones a lo largo del tiempo, así como distintos patrones de relación con otras variables psicológicas.…”

Section: Orígenes Del Estudio Del Bienestarunclassified