LOVE STYLES AND ROMANTIC LOVE EXPERIENCES IN JAPAN

2004 ◽  
Vol 32 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Yuji Kanemasa ◽  
Junichi Taniguchi ◽  
Ikuo Daibo ◽  
Masanori Ishimori
Keyword(s):  
Romantic Relationships ◽  
Undergraduate Students ◽  
Romantic Love ◽  
Emotional Experiences ◽  
Love Styles ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
The Relationship

This research investigated the relationship between the six love styles based on Lee's theory (1973) and several romantic experiences, such as emotional experiences, self-perceptions, and partner's impressions. The subjects were 343 undergraduate students. The main results were as follows: Eros was positively related to positive feelings and positive self-perceptions. Mania and Agape showed similar patterns of emotional experiences, but Agape was distinguished from Mania in that agapic individuals thought of themselves as kind in romantic relationships. Pragma and Ludus were positively related to negative feelings in romantic relationships, and, in addition, Ludus was negatively correlated with partner's attractiveness. These results mostly provided support for Lee's theory and the conceptual validity of the six love styles.

scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

scholarly journals Perfectionistic self-presentation and emotional experiences in music students: A three-wave longitudinal study

2019 ◽  
Vol 48 (6) ◽  
pp. 766-776
Author(s):  
Andrew P. Hill ◽  
Karen Burland ◽  
Elaine C. King ◽  
Stephanie E. Pitts
Keyword(s):  
Longitudinal Study ◽  
Music Students ◽  
Degree Programs ◽  
Emotional Experiences ◽  
Cross Sectional ◽  
Self Presentation ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Academic Year ◽  
Over Time

Research has shown that perfectionism predicts emotional experiences among amateur, professional and adolescent musicians. In examining these relationships, previous research has measured trait perfectionism and employed cross-sectional designs. The current study builds on existing research by examining whether perfectionistic self-presentation (as opposed to trait perfectionism) predicts negative and positive emotional experiences in music students over time. One hundred and forty-three music students ( M age 18.92 years, SD = 2.96) enrolled in music-related degree programs completed measures of perfectionistic self-presentation (perfectionistic self-promotion, non-display of imperfection, and non-disclosure of imperfection) and emotional experiences (positive and negative feelings) at the start, middle and the end of the academic year. Path analysis revealed that perfectionistic self-promotion at the start of the year predicted lower positive feelings in the middle of the year, and non-disclosure of imperfection in the middle of the year predicted lower positive feelings at the end of the year. In addition, negative feelings in the middle of the year also predicted higher non-disclosure of imperfection at the end of the year. The findings suggest that the desire to present oneself perfectly and avoid disclosure of imperfections may contribute to less positive emotional experiences among music students.

scholarly journals Associativism and quality of life among undergraduate students in dentistry

Revista CEFAC ◽  
2017 ◽  
Vol 19 (4) ◽  
pp. 493-502
Author(s):  
Douglas Francisco Kovaleski ◽  
Onésio Grimm Neto ◽  
Vinícius Spieger ◽  
Fernando Mendes Massignam
Keyword(s):  
Quality Of Life ◽  
Undergraduate Students ◽  
Public Health Approach ◽  
The Public ◽  
Self Evaluation ◽  
Concept Of Health ◽  
Negative Feelings ◽  
The University ◽  
The Relationship

ABSTRACT Objective: to analyze the relationship between student participation in associations and the way they perceive their quality of life. Methods: a study of one hundred and sixty students of Federal University of Santa Catarina (UFSC) Dentistry course belonging to the first, fifth, eighth and tenth semesters in Florianopolis, SC, Brazil. The theoretical basis is the Public Health approach, that, under the wider concept of health, considers associations as health promoters. A sociodemographic questionnaire, a questionnaire on associativism and the WHOQOL-Bref were used for data collection. Results: the results indicate that the participation of Dentistry students in associations improves self-evaluation of quality of life, satisfaction in personal relationships and reduces the frequency of negative feelings. Conclusion: students who participate in voluntary associations are associated with a better quality of life, promoting a more adequate professional formation. In this way, the participation of students in associations should be stimulated by the University. This perspective of analysis values social aspects in the perspective of health and can be a pioneering study in a field where there is still much to be studied, and can bring substantial contributions to the field of collective health and health as a whole.

scholarly journals Feelings perceived by students during the phases of accounting dissertation guidance

2021 ◽  
Vol 32 (85) ◽  
pp. 158-173
Author(s):  
Alison Martins Meurer ◽  
Rayane Camila da Silva Sousa ◽  
Flaviano Costa ◽  
Romualdo Douglas Colauto
Keyword(s):  
Data Collection ◽  
Scientific Research ◽  
Interaction Process ◽  
Structured Interviews ◽  
Main Factors ◽  
Positive Feelings ◽  
Student Relationship ◽  
Negative Feelings ◽  
The Relationship

ABSTRACT The aim of this study was to understand how students graduating from accounting master’s courses perceived the feelings experienced in the different dissertation guidance phases. This investigation enables us to identify which stages generate negative feelings and to thus propose actions to improve the affective relationship between the advisor and student, considering that the feelings substantially affect the potential of the scientific works originating from that relationship. The advisor-student relationship and the feelings involved in it are among the main factors that positively or negatively affect the conclusion of the academic work, and understanding it is important in order to improve this interaction process. One of the implications of the research relates to the importance of stricto sensu programs monitoring the guidance process and somehow searching for mechanisms that promote harmony in the guidance process, as the experiences during the dissertation guidance process can affect the student’s likelihood of continuing on their academic journey. For the data collection, a survey was conducted in which the participants used emojis to represent the feelings experienced in their relationship with the advisor during the construction of their master’s dissertation. In addition, semi-structured interviews were carried out, which enabled the elaboration of a collective subject discourse regarding the feelings experienced during the dissertation guidance process. The 88 responses and eight interviews enabled the identification of feelings such as anxiety, fear, and insecurity in the first phases of the dissertation building. Abandonment, confusion, and frustration were felt in the last phases of the relationship with the advisor. Regarding the positive feelings, there are indications of joy, satisfaction, and calm, presenting greater frequency in the last stages of the dissertation. The collective subject discourses also indicated that the relationship with the advisor affected the quality of the scientific research and the student’s academic trajectory.

Gender, sexual orientation, academic self-concept and leadership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeffrey A. Miles ◽  
Stefanie E. Naumann
Keyword(s):  
Sexual Orientation ◽  
Undergraduate Students ◽  
White Male ◽  
Self Concept ◽  
Future Research ◽  
Content Type ◽  
Underrepresented Groups ◽  
Self Perceptions ◽  
Perceptions Of Leadership ◽  
The Relationship

PurposeThe study's purpose is to present and empirically test a model that identifies academic self-concept as a mediator of the relationship between gender, sexual orientation and self-perceptions of leadership ability.Design/methodology/approachSurveys were administered to 964 first-year undergraduate students.FindingsAcademic self-concept mediated the relationship between gender and leadership for all subjects and for self-reported heterosexual subjects but not for self-reported nonheterosexual subjects.Research limitations/implicationsGender differences in leadership perceptions still exist and appear as early as the college years. The fact that academic self-concept did not mediate the relationship between gender and self-perceptions of leadership for nonheterosexual students might be explained by considering research that has identified different levels of gender conformity between straight and gay individuals.Practical implicationsStudent self-perceptions of leadership could be improved if opportunities were provided for students showing that people other than White, male, heterosexuals can also be effective leaders. When women and underrepresented groups attain leadership positions in the workplace, it attracts others because it sends a message that this organization welcomes women and underrepresented groups in positions of leadership.Originality/valueThis study addresses a gap in the field by using the social identity theory of leadership to integrate conflicting research streams in the existing literature and by proposing that academic self-concept underlies the relationship between gender, sexual orientation and self-perceptions of leadership. The study responds to Bark et al.'s (2016) call for future research to consider how highly prototypical individuals have a key advantage in people's perceptions of their leadership.

The Bipolarity of Adolescents' Feelings toward Their Parents with Various Illnesses and Disabilities

2007 ◽  
Vol 15 (4) ◽  
pp. 315-332 ◽  
Author(s):  
Ilana Duvdevany ◽  
Victor Moin ◽  
Rivka Yahav
Keyword(s):  
Research Group ◽  
Control Group ◽  
Control Groups ◽  
Moderator Effect ◽  
Critical Dimensions ◽  
Chronic Heart Disease ◽  
Positive Feelings ◽  
Negative Feelings ◽  
And Control ◽  
The Relationship

The study examined feelings toward parents among Israeli Jewish adolescents with disabled parents (research group, n = 182) and non-disabled parents (control group, n = 285). It also studied the relationship between the types of parental disability (chronic heart disease, multiple sclerosis, and blindness) and the adolescents' feelings toward their parents. Bipolarity, i.e., coexistence of positive and negative feelings toward parents, was found among all participants. Nevertheless, the intensity of these feelings and a predominance of the positive feelings over the negative were higher in the research group than in the control group. The type of parental disability was significantly correlated with intensity of adolescents' feeling toward their parents. The moderator effect of adolescents' anxiety on the intensity and balance of positive and negative feelings toward parents was found in both the research and control groups. The results of this study underline the importance of examining critical dimensions of family life in cases where the parents have a disability or chronic illness.

Love Styles and Desire for Closeness in Romantic Relationships

2009 ◽  
Vol 105 (1) ◽  
pp. 191-197 ◽  
Author(s):  
Alan K. Goodboy ◽  
Melanie Booth-Butterfield
Keyword(s):  
Romantic Relationships ◽  
Undergraduate Students ◽  
Romantic Relationship ◽  
Love Styles

This study investigated differences in love styles (i.e., eros, ludus, storge, pragma, agape, mania) associated with the romantic desire for closeness. Participants were 197 undergraduate students ( M age = 19.8 yr., SD = 1.9; 92 men, 104 women) currently in a romantic relationship who completed a survey assessing their love styles and current desire for closeness with their partner (i.e., desired less closeness, the same level of closeness, or more closeness). Results indicated small significant differences in individuals' preferences for closeness with the eros and ludus love styles. Specifically, individuals who desired less closeness scored lower on eros love and higher on ludus love than partners who reported an ideal level of closeness or who desired more closeness.

CONVERGENT VALIDITY OF THE DEPRESSION-HAPPINESS SCALE WITH THE BRADBURN AFFECT BALANCE SCALE

2000 ◽  
Vol 28 (6) ◽  
pp. 579-584 ◽  
Author(s):  
Christopher Alan Lewis ◽  
Paddy McCollam ◽  
Stephen Joseph
Keyword(s):  
Negative Affect ◽  
Undergraduate Students ◽  
Convergent Validity ◽  
Well Being ◽  
Positive And Negative Affect ◽  
Subjective Well Being ◽  
Affect Balance ◽  
Balance Scale ◽  
Positive Feelings ◽  
Negative Feelings

The aim of the present paper is to provide further evidence for the convergent validity of one such measure, the Depression-Happiness Scale (McGreal & Joseph, 1993; Joseph & Lewis, 1998). The Affect Balance Scale (Bradburn, 1969), a measure which is very well established in the subjective well-being literature, which contains measures of both positive and negative affect, was administered alongside the Depression-Happiness Scale to 67 undergraduate students. As predicted, higher scores on the Depression-Happiness Scale, indicating a higher frequency of positive feelings and a lower frequency of negative feelings, were significantly associated with higher scores on the Affect Balance Scale and the Affect Positive Scale and also with lower scores on the Affect Negative Scale. These data provide further evidence of the convergent validity of the Depression-Happiness Scale.

scholarly journals What are we? The nature of and motivations behind emerging adults' in between relationships

2017 ◽  
Author(s):  
Lysander James Montilla Doble ◽  
Reiniero Gutierrez
Keyword(s):  
Romantic Relationships ◽  
Emerging Adults ◽  
Structured Interviews ◽  
Relational Uncertainty ◽  
Perceived Safety ◽  
Topic Avoidance ◽  
Positive Feelings ◽  
Definitional Uncertainty ◽  
As Stress ◽  
Negative Feelings

In between relationships (IBRs) constitute relationships that overlap between friendships and romantic relationships. They are characterized by definitional uncertainty, as well as the other types of relational uncertainty identified by Knobloch and Solomon (1999). The researchers conducted semi-structured interviews among emerging adults with ongoing or terminated IBRs. Topic avoidance reinforced the prevalent relational uncertainty among IBRs. Being in an IBR had advantages, such as companionship, perceived safety, and positive feelings, that motivated emerging adults to initiate and maintain them. However, the disadvantages that followed, such as stress, lack of exclusivity, and negative feelings, became a contributing factor to its termination. The researchers also proposed three types of IBRS, and conceptualized a framework that illustrates the development of IBRs.

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