The Influence of Anger, Fear, and Emotion Regulation on Ethical Decision Making

Kligyte, Vykinta; Connelly, Shane; Thiel, Chase E.; Devenport, Lynn D.

doi:10.1080/08959285.2013.814655

Cited by 82 publications

(63 citation statements)

References 70 publications

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“…furthermore, fear leads to more pessimistic judgments about the future and lower-risk decisions compared to other negative emotions, such as anger (lerner & Tiedens, 2006). The tendencies associated with fear have considerable implications for employee behavior, ranging from communication and silence (Kish-gephart et al, 2009) to learning (parker & isbell, 2010) and ethical decision making (Kligyte, connelly, Thiel, & Devenport, 2013).…”

Section: Pride Interest Fear and Guilt And Hr Practicesmentioning

confidence: 99%

The Relevance of Discrete Emotional Experiences for Human Resource Management: Connecting Positive and Negative Emotions to HRM

Connelly¹,

Torrence²

2018

Research in Personnel and Human Resources Management

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Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting

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Section: Pride Interest Fear and Guilt And Hr Practicesmentioning

confidence: 99%

The Relevance of Discrete Emotional Experiences for Human Resource Management: Connecting Positive and Negative Emotions to HRM

Connelly¹,

Torrence²

2018

Research in Personnel and Human Resources Management

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research indicates that fear, much like sadness, elicits uncertainty (Lerner & Keltner, ; Raghunathan & Pham, ) and leads to more thorough information processing (Kligyte, Connelly, Thiel, & Devenport, ; Lerner & Keltner, ; Parker & Isbell, ). Parker and Isbell () examined differences between fear and anger on political information processing.…”

Section: Introductionmentioning

confidence: 99%

Negative Emotions Felt During Trial: the Effect of Fear, Anger, and Sadness on Juror Decision Making

Nuñez

Schweitzer

Chai

et al. 2015

Applied Cognitive Psychology

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During trial, jurors may experience a variety of emotions, many of which are negative. The current study examined the effects the negative emotions anger, fear, and sadness had on jurors' sentencing decisions and explored whether the cognitive appraisal theory or the intuitive prosecutor model could explain these effects. Jurors viewed the sentencing phase of a capital murder trial and were asked to sentence the defendant. Results indicated that after viewing the trial, jurors reported increased anger and sadness, but not fear. However, only change in anger affected jurors' sentences. Jurors who reported a greater change in anger were more likely to sentence the defendant to death. This effect was mediated by the level of importance that jurors placed on the prosecution's evidence and argument. Consistent with the intuitive prosecutor model, increased anger led to higher ratings of the importance of the aggravating evidence and an increase in death sentences. Implications are discussed.

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“…To expand the existing literature on international students' in-class discussion, the present study focuses on negative emotional factors as impediments to participation in discussion. Negative emotions such as fear of making language mistakes can erode individuals' abilities to make decisions (Kligyte, Connelly, Thiel, & Devenport, 2013). Weisfeld (2014) reported that individuals sometimes respond uncomfortably or inappropriately when another person commits a minor linguistic mistake; consequently, embarrassment is often created and exacerbated by others' laughter or smiling.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

Maëda¹

2017

IAFOR J Educ

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Approximately one million international students were enrolled at U.S. universities in the academic year 2015-2016, and the number has been steadily rising since. Although these students aim to increase intercultural communication skills, international knowledge, and critical thinking skills, some international students experience difficulty participating in class discussion. Several studies have revealed a range of obstacles to full participation in in-class discussions, including language, cultural differences, academic differences, and social isolation. Among these barriers, some studies have identified emotional factors that significantly affect learning. This study was an in-depth exploration of the adverse emotional factors that impede discussion participation. Using a qualitative approach, twenty-three international students at one university were interviewed, and their responses analyzed. Students reported that fear, embarrassment, social isolation, judgment and discrimination were barriers to participation. These findings are discussed in the context of a framework for reducing negative emotional states, employing self-efficacy theory. This framework was applied to the interview results and the author's observation of international students' behavior in dormitories and university offices. These findings suggest a possible intervention approach for educators to help international students express themselves in the classroom.

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The Influence of Anger, Fear, and Emotion Regulation on Ethical Decision Making

Cited by 82 publications

References 70 publications

The Relevance of Discrete Emotional Experiences for Human Resource Management: Connecting Positive and Negative Emotions to HRM

The Relevance of Discrete Emotional Experiences for Human Resource Management: Connecting Positive and Negative Emotions to HRM

Negative Emotions Felt During Trial: the Effect of Fear, Anger, and Sadness on Juror Decision Making

Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

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