Teacher Emotion Inventory: validación en una muestra de profesorado español / Teacher Emotion Inventory: validation in a sample of Spanish teachers

Antecedentes: La escala Teacher Emotion Inventory (TEI) es un instrumento que evalúa emociones discretas experimentadas por el profesorado en el proceso de enseñanza-aprendizaje. El objetivo de este estudio es examinar las propiedades psicométricas de la versión breve española de la escala Teacher Emotion Inventory (TEI-BSV) en una muestra de 567 profesores (65.5% son mujeres), con edades comprendidas entre 25 y 65 años (M = 46.04; DT = 9.09). Método: Tras su adaptación mediante traducción inversa, el profesorado completó una batería que incluía el TEI-BSV, un cuestionario de inteligencia emocional, dos escalas de bienestar subjetivo, una escala sobre burnout y una escala sobre engagement. Resultados: Los resultados mostraron una consistencia interna adecuada de las subescalas del TEI-BSV. Los análisis factoriales (exploratorio y confirmatorio) proporcionaron pruebas de que el TEI-BSV tiene una estructura de cuatro factores con un buen ajuste, frente a la estructura de cinco factores original. Se han hallado evidencias de validez convergente, así como de validez criterial e incremental del TEI-BSV. Conclusiones: el TEI-BSV podría ser una herramienta útil para la evaluación ecológica de las emociones discretas del profesorado en su contexto laboral.(AU)

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M= 46.04; SD= 9.09). Methods: After adaptation through back-translation, the teachers com-pleted a battery of tests included in the TEI-BSV: an emotional intelli-gence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirma-tory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assess-ment of teachers' discrete emotions in the context of their workplace.(AU)

Feeling good mother/father and other regimes.LGBT people’s emotions and parenthoods / Sentirse buena madre/buen padre y otros regímenes. Emociones y parentalidades de personas LGBT

En el presente artículo analizamos y discutimos la dimension emocional que las personas LGBT asocian al ejercicio de la maternidad/paternidad. Basadas en las teorías feministas y las contribuciones de la subalternidad y la interseccionalidad, aplicamos el método biográfico, en un proceso de investigación dialógico-recursivo. Las personas participantes fueron 21 personas LGBT e informantes clave, pertenecientes a la academia, la psicoterapia, la política, y el activismo de la diversidad, de Chile (16), Mexico (4), y Colombia (1); entre 21 y 57 años, con una media de edad de 37.19 y una desviación estándar de 10.03. Encontramos emociones relacionadas al mandato social de “ser una buena madre/un buen padre”; emociones resultantes de la situación de desprotección social y legal; y emociones devenidas de la experiencia de parentalidad. Concluimos que las dinámicas de represión/resistencia atraviesan los cuerpos y las emociones son un aspecto fundamental de esta encarnación; dado ello, el desarrollo de investigaciones enfocadas en emociones puede abrir caminos para alcanzar sociedades más justas a través del cultivo de la sentimentalidad como elemento base de las relaciones que nos mantienen como miembros dignos de la sociedad y considerando el efecto performativo de las demandas emocionales.(AU)

In this article, we analyze and discuss the emotional dimension that LGBT people associate with the exercise of motherhood/fatherhood. Based on feminist theory and subalternity and intersectionality theory con-tributions, we applied the biographical method to a dialogical-recursive in-vestigative process. Participants were 21 LGBT people and key informants, belonging to academia, psychotherapy, politics, and diversity activism, over 18 years old, from Chile (16), Mexico (4), and Colombia (1); the partici-pantswere people between 21 and 57 years of age, with a mean age of 37.19 and a standard deviation of 10.03. We found emotions related to the social mandate to "be a good mother/father"; emotions resulting from so-cial situations such as discrimination and legal lack of protection, and emo-tions derived from the parenting experience. We conclude that repres-sion/resistance dynamics go through the bodies, and emotions are funda-mental to this incarnation. Given this, the development of research fo-cused on emotion can open ways to achieve more just societies through cultivated sentimentality, societies aware of the type of bonds that keep us as worthy members of a society and the performative effect of our emo-tional demands.(AU)

Study on the relationship between PTSD and academic control and academic emotion in primary and middle school students after flood disaster.

Purpose: To explore the relationship between post-traumatic stress disorder (PTSD) and students' academic control and academic emotion in the aftermath of a flood disaster. The findings will offer educators and relevant departments valuable insights to understand and facilitate the restoration of learning capabilities among students affected by the disaster. Methods: This study employed a combined approach of questionnaire surveys and longitudinal tracking. Students from Guangling Primary and Secondary School (Shouguang City, Weifang, Shandong Province) participated in surveys administered in September 2018, December 2018, and September 2019. The instruments utilized included the Post-Disaster Trauma Assessment Questionnaire, the Adolescent Academic Control Scale, and the mathematical version of the Achievement Emotions Questionnaire. Data analysis involved two-factor correlation and mediation effect testing. Results: Significant differences were observed in overall PTSD scores and its three dimensions between the 1-week and 1-year post-disaster assessments. Both the average PTSD score and the detection rate were higher 1 year after the disaster compared to the first week. Students' academic control demonstrated a strong positive correlation with positive academic emotions and a significant negative correlation with anxiety-related academic emotions. Cross-lagged regression analysis indicated a predictive relationship: academic control measured 3 months post-disaster significantly predicted academic emotions at the 9-month assessment, and conversely, academic emotions at the 3-month point were predictive of academic control at 9 months. In addition, academic control appears to play a complete mediating role in the relationship between PTSD and academic emotions. Conclusion: Students exhibited a range of PTSD symptoms following the disaster, with a higher prevalence noted in the first year compared to the initial week. PTSD negatively affects academic standing in these students, and is predictive of both their sense of academic control and their emotional responses to learning. Crucially, academic control and academic emotions exhibit a strong correlation and can mutually affect one another. Interventions aimed at reducing PTSD symptoms, cultivating positive academic emotions, and strengthening students' sense of academic control must therefore consider the relationship between these factors. This holistic approach will enhance psychological well-being and improve academic performance.

Emotions reflected in colours: experiences of nursing students during the COVID-19 period.

BACKGROUND: The aim of this study was to identify nursing students' fears and emotions and to concretise the metaphors they used to describe their feelings towards the COVID-19 pandemic. METHODS: This study was conducted with nursing students at a foundation university between December 2021 and February 2022 using a sequential mixed methods research design. In the quantitative part of the study, 323 nursing students answered the 'Positive and Negative Emotion Scale' and the 'COVID-19 Fear Scale'. In the qualitative part, students were asked to metaphorise COVID-19 with a colour and 21 in-depth interviews were conducted on the reasons for choosing this colour. RESULTS: The average age of the students participating in the study was 21.41 ± 1.97 years and 78% of them were female. It was observed that 15.8 of the students had previously tested positive for COVID-19. Most of the participants (98.5%) were vaccinated against COVID-19 and 31.9% had a relative who died due to COVID-19. When the participants were asked which colour they compared COVID-19 to, it was observed that more than half of them chose red (51.4%) among bright colours and 13% chose black among dark colours. In this study, it was determined that students who chose dark colours to describe COVID-19 had higher COVID-19 Fear and Negative Emotion Scale scores. In in-depth interviews, it was observed that students who chose dark colours were more deeply affected by the COVID-19 process, while students who chose light colours associated this period with negative emotions. CONCLUSION: In this study, it was observed that nursing students' feelings and thoughts about the COVID-19 period in line with their experiences affect the choice of colour in metaphorisation.

Effects of post-acute COVID-19 syndrome on cerebral white matter and emotional health among non-hospitalized individuals.

Introduction: Post-acute COVID syndrome (PACS) is a growing concern, given its impact on mental health and quality of life. However, its effects on cerebral white matter remain poorly understood, particularly in non-hospitalized cohorts. The goals of this cross-sectional, observational study were to examine (1) whether PACS was associated with distinct alterations in white matter microstructure, compared to symptom-matched non-COVID viral infection; and (2) whether microstructural alterations correlated with indices of post-COVID emotional health. Methods: Data were collected for 54 symptomatic individuals who tested positive for COVID-19 (mean age 41 ± 12 yrs., 36 female) and 14 controls who tested negative for COVID-19 (mean age 41 ± 14 yrs., 8 female), with both groups assessed an average of 4-5 months after COVID testing. Diffusion magnetic resonance imaging data were collected, and emotional health was assessed via the NIH emotion toolbox, with summary scores indexing social satisfaction, well-being and negative affect. Results: Despite similar symptoms, the COVID-19 group had reduced mean and axial diffusivity, along with increased mean kurtosis and neurite dispersion, in deep white matter. After adjusting for social satisfaction, higher levels of negative affect in the COVID-19 group were also correlated with increased mean kurtosis and reduced free water in white matter. Discussion: These results provide preliminary evidence that indices of white matter microstructure distinguish PACS from symptomatic non-COVID infection. Moreover, white matter effects seen in PACS correlate with the severity of emotional sequelae, providing novel insights into this highly prevalent disorder.

Addressing the links between and internal vs. external regulation factors, achievement emotions and gender in problematic use of ICT at university.

Context: The study of internal and external regulation in the use of Information and Communications Technology (ICT) and the analysis of academic emotions have become increasingly important due to their impact on academic life at university. Objectives: This research aims to investigate the links between internal vs. external regulation factors, achievement emotions, and gender in the problematic use of ICT among university students. Methodology: The study recruited 317 university students, predominantly female (72.51%), using an ex-post facto design. The SRT-ERT scale was used to assess technology-related behaviors, and the AEQ Scales measured academic emotions before, during, and after class. Correlation analysis, multiple regression analysis, and ANOVA were employed to identify significant relationships. Results: Significant relationships were identified between regulatory behaviors, with male students exhibiting more dysregulated behavior and greater exposure to dysregulatory technology environments. Individual and contextual behavioral nonregulation and dysregulation in the use of ICT were significantly predictive of negative academic emotions. Conclusion: The findings suggest that both personal and contextual factors of regulation significantly influence the emotional experiences of students in academic settings. The study highlights the need for psycho-educational interventions to promote better regulatory behaviors among university students, particularly males.

War, emotions, mental health, and artificial intelligence.

During the war time dysregulation of negative emotions such as fear, anger, hatred, frustration, sadness, humiliation, and hopelessness can overrule normal societal values, culture, and endanger global peace and security, and mental health in affected societies. Therefore, it is understandable that the range and power of negative emotions may play important roles in consideration of human behavior in any armed conflict. The estimation and assessment of dominant negative emotions during war time are crucial but are challenged by the complexity of emotions' neuro-psycho-physiology. Currently available natural language processing (NLP) tools have comprehensive computational methods to analyze and understand the emotional content of related textual data in war-inflicted societies. Innovative AI-driven technologies incorporating machine learning, neuro-linguistic programming, cloud infrastructure, and novel digital therapeutic tools and applications present an immense potential to enhance mental health care worldwide. This advancement could make mental health services more cost-effective and readily accessible. Due to the inadequate number of psychiatrists and limited psychiatric resources in coping with mental health consequences of war and traumas, new digital therapeutic wearable devices supported by AI tools and means might be promising approach in psychiatry of future. Transformation of negative dominant emotional maps might be undertaken by the simultaneous combination of online cognitive behavioral therapy (CBT) on individual level, as well as usage of emotionally based strategic communications (EBSC) on a public level. The proposed positive emotional transformation by means of CBT and EBSC may provide important leverage in efforts to protect mental health of civil population in war-inflicted societies. AI-based tools that can be applied in design of EBSC stimuli, like Open AI Chat GPT or Google Gemini may have great potential to significantly enhance emotionally based strategic communications by more comprehensive understanding of semantic and linguistic analysis of available text datasets of war-traumatized society. Human in the loop enhanced by Chat GPT and Gemini can aid in design and development of emotionally annotated messages that resonate among targeted population, amplifying the impact of strategic communications in shaping human dominant emotional maps into a more positive by CBT and EBCS.

A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers.

Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) in this context. Additionally, a supportive work environment (SWE) has been shown to be associated with AEs. However, relationships among all three variables - SWE, AEs, and TfC - have not been adequately explored in EFL contexts, nor have the underlying bases for these links been elucidated. In this study, we adopted a mixed-methods approach to investigate the complex associations between SWE, AEs (anxiety, pride, enjoyment, and anger), and TfC as perceived by 441 Chinese EFL teachers. Quantitative results revealed that SWE, four AEs, and TfC were significantly correlated, with small to large effect sizes. Furthermore, the four AEs collectively mediated the relationship between SWE and TfC in our structural equation model. Qualitative interviews with 15 EFL teachers provided nuanced insights into possible reasons for these statistical patterns. We discuss the theoretical and pedagogical implications of these findings and suggest directions for future research.

Depression, higher level of tension induction, and impaired coping strategies in response to stress in women with PCOS correlate with clinical and laboratory indices of hyperandrogenism and not with central obesity and insulin resistance.

PCOS is characterized by ovarian hyperandrogenism and insulin resistance (IR), which give rise to symptoms of hyperandrogenism and central obesity, which in turn may cause depression, lower self-esteem, and deteriorate coping strategies in stressful situations. THE PURPOSE: to examine the mental condition, self-esteem, and ways of coping with stress in women with PCOS compared to age and BMI-matched healthy controls and to correlate them with clinical and laboratory hyperandrogenism, central obesity, and IR. METHODS: 42 women with PCOS and 39 controls were assessed for the above-mentioned psychological measures and correlated with serum hormonal and metabolic parameters. RESULTS: Compared to controls, women with PCOS had more symptoms of depression (p = 0.026), a higher level of tension induction (p = 0.032), were more prone to alcohol consumption (p = 0.015), and were less likely to use the strategy of active coping in stressful situations (p = 0.014) and to seek instrumental (p = 0.048) and emotional support (p = 0.043). The presence of hirsutism correlated negatively with the level of emotional induction (R = -0.32, p < 0.05), and androgenic alopecia positively with the hedonistic tone (R = 0.36, p < 0.05). Serum testosterone (TST) correlated positively with the likelihood of seeking instrumental support in stressful situations (R = 0.31, p < 0.05) and with emotional focus (R = 0.34, p < 0.05). Serum androstenedione (A4-dione) correlated negatively with the escape behavior (R = -0.32, p < 0.05). No correlations were found between waist circumference and IR with the studied psychological measures. CONCLUSIONS: Women with PCOS are characterized by depression, higher levels of tension induction, and impaired coping strategies in stressful situations, which correlate with clinical and laboratory indices of hyperandrogenism and not with central obesity and IR.

Network analyses of ecological momentary emotion and avoidance assessments before and after cognitive behavioral therapy for anxiety disorders.

Negative emotions and associated avoidance behaviors are core symptoms of anxiety. Current treatments aim to resolve dysfunctional coupling between them. However, precise interactions between emotions and avoidance in patients' everyday lives and changes from pre- to post-treatment remain unclear. We analyzed data from a randomized controlled trial where patients with anxiety disorders underwent 16 sessions of cognitive behavioral therapy (CBT). Fifty-six patients (68 % female, age: M = 33.31, SD = 12.45) completed ecological momentary assessments five times a day on 14 consecutive days before and after treatment, rating negative emotions and avoidance behaviors experienced within the past 30 min. We computed multilevel vector autoregressive models to investigate contemporaneous and time-lagged associations between anxiety, depression, anger, and avoidance behaviors within patients, separately at pre- and post-treatment. We examined pre-post changes in network density and avoidance centrality, and related these metrics to changes in symptom severity. Network density significantly decreased from pre- to post-treatment, indicating that after therapy, mutual interactions between negative emotions and avoidance were attenuated. Specifically, contemporaneous associations between anxiety and avoidance observed before CBT were no longer significant at post-treatment. Effects of negative emotions on avoidance assessed at a later time point (avoidance instrength) decreased, but not significantly. Reduction in avoidance instrength positively correlated with reduction in depressive symptom severity, meaning that as patients improved, they were less likely to avoid situations after experiencing negative emotions. Our results elucidate mechanisms of successful CBT observed in patients' daily lives and may help improve and personalize CBT to increase its effectiveness.

The Central Sensitization Inventory Measures Thoughts and Emotions.

To determine if the Central Sensitization Inventory questionnaire (CSI) functions as a mental health measure among a cross-section of people seeking musculoskeletal specialty care, we asked: (1) What is the association of CSI total score and item groupings identified in factor analysis with mental health measures? and (2) What is the association between specific CSI items that represent each factor well and specific mental health measures? One hundred and fifty-seven adults seeking specialty care for musculoskeletal symptoms completed the CSI, a measure of catastrophic thinking, and 3 measures of distress (symptoms of health anxiety, general anxiety, and depression). Exploratory factor analysis was used to identify item groupings. Exploratory factor analysis identified 4 item groupings (factors): (1) thoughts and feelings (mental health), accounting for 52% of the variation in the CSI, (2) urinary and visual symptoms (15%) (3) body aches (10%), and (4) jaw pain (8.1%). More than half the variation in both the CSI total score (51%) and the thoughts and feelings factor (57%) were accounted for by variation in measures of catastrophic thinking and distress. Specific items that account for large amounts of the variation in the CSI also had notable correlations with mental health measures. The strong relationship between the CSI and thoughts and emotions suggests that the CSI functions largely as a mental health measure. If the concept of central sensitization is to help people get and stay healthy, it will depend on evidence that central sensitization can be measured and quantified distinct from mental health.

Leader's ethical behavior: A precursor to employees' well-being through emotions management.

Contemporary research in leadership demonstrates that the ethical behaviors of leaders are vital to enhancing employee well-being. Despite this, research is scant on the connection between leaders' ethical practices and the well-being of their employees via employee emotions. Relying on affective events theory, this study, directly and indirectly, examined the relationships between leaders' ethical behaviors and employees' well-being (via employee emotions). Furthermore, it investigated employee core self-evaluations as a substitute for the ethical behaviors of leaders that mitigate the influence of leaders' ethical behaviors. A sample of 398 faculties from 20 public universities in Pakistan was chosen using the simple random sampling approach, and then SPSS Process Macro was applied to the sample. Study results indicate that leaders' ethical behaviors facilitate employees to manage their emotions, and effective management of emotions improves their well-being. The research also revealed that employees' core self-evaluation swapped with the ethical behaviors of leaders. The theoretical model, therefore, confirms the significance of EBOL as a strategic resource and employees' CSE as an interpersonal resource, which accentuates one another to manage employees' emotions and promote their well-being. The study offers practical management ramifications and adds to our understanding of EBOL, employee emotions, and well-being.

Does Bullying Victimization Accelerate Adolescents' Non-suicidal Self-injury? The Mediating Role of Negation Emotions and The Moderating Role of Submissive Behavior.

Based on general strain theory, the current study examined whether bullying victimization was significantly related to adolescents' non-suicidal self-injury and whether negation emotions mediated this association and submissive behavior moderated this mediation process. A total of 1,984 adolescents completed a series of anonymous questionnaires regarding bullying victimization, negative emotions, non-suicidal self-injury, and submissive behavior. Results showed that bullying victimization was significantly and positively associated with non-suicidal self-injury and this relation was partially mediated by negative emotions. Submissive behavior moderated the relation between bullying victimization and non-suicidal self-injury as well as negation emotions and non-suicidal self-injury. Specifically, the victims of bullying with high submissive behavior were more likely to develop non-suicidal self-injury. Adolescents who had higher negative emotions were at greater risk of engaging in non-suicidal self-injury when they also had high submissive behavior. The positive association between negative emotions and non-suicidal self-injury was stronger in females than males.

"Cultural and conceptual knowledge": Reformulation and conceptual analysis of a key component of the health literacy model.

Extensive evidence of health disparities and systemic racism has prompted scholars to examine constructs that may account for differences in the burden of disease. One such construct is health literacy, which has been posited to have four components: print literacy, oral literacy, numeracy, and cultural and conceptual knowledge. Consistent with historical trends related to culturally based constructs, the latter component has garnered the least attention in the published literature, despite its pervasive influence on health care outcomes. We engage in a reformulation and conceptual analysis of cultural and conceptual knowledge, defined as the filter through which individuals obtain, process, and understand health information and options for diagnosis and treatment. We propose the construct of cultural schema, and operationalize the construct as having cognitive (knowledge, beliefs) and affective (attitudes, emotions) components. As we strive to achieve a more complex understanding of influences on behavioral outcomes, a greater focus on these culturally based factors is essential. In this article, we present a conceptual analysis that seeks to advance the field by: (a) providing distinct definitions for each component that can be applied across fields of study and theoretical frameworks, (b) offering measurement considerations consistent with their conceptualizations, and (c) making recommendations for future theory, research, and practice. We hope that with greater conceptual and measurement clarity of cultural schema, more consistent results will be obtained, constructs and processes that affect health outcomes will be identified, and more personalized intervention will be possible, optimizing the limited resources available for health promotion efforts.

Mind-brain identity theory confirmed?

Presented here is a novel graphical, structural, and functional model of the embodied mind. Despite strictly adhering to a physicalistic and reductionist approach, this model successfully resolves the apparent contradiction between the thesis regarding the causal closure of the physical realm and the widely held common-sense belief that the mental realm can influence physical behavior. Furthermore, it substantiates the theory of mind-brain identity while shedding light on its neural foundation. Consciousness, viewed as an epiphenomenon in certain respects, simultaneously possesses causal potency. These two aspects operate concurrently through distinct brain processes. Within the paper, particular emphasis is placed on the significance of qualia and emotions, accompanied by an explanation of their phenomenal nature grounded in the perceptual theory of emotions. The proposed model elucidates how autonomous agents can deliberate on various action scenarios and consciously select the most optimal ones for themselves, considering their knowledge of the world, motivations, preferences, and emotions.

Exploring the effect of environmental sensitivity on emotional fluctuations among adolescents during the COVID-19 pandemic: a three-wave longitudinal study.

Introduction: The COVID-19 pandemic significantly impacted the emotional well-being of adolescents worldwide. Some studies suggested that individuals with high Environmental Sensitivity may have been more likely to experience poor psychological adjustment during the pandemic than those with lower sensitivity. However, there is still limited research on how emotional responses varied across different stages of the pandemic and whether Environmental Sensitivity increased adolescents' vulnerability to the psychological impact of prolonged pandemic restrictions. Methods: To address this gap, this study used a three-year longitudinal design (2020-2022) with a sample of 453 adolescents. They completed an online survey measuring their positive and negative emotions throughout the pandemic period, with Environmental Sensitivity considered a time-invariant covariate. Results: The results revealed that all participants, regardless of their level of Environmental Sensitivity, experienced a decrease in positive emotionality between the first and second years. However, this trend reversed, showing an increase between the second and third years. Regarding negative emotions, highly sensitive adolescents experienced a significant linear increase over time. In contrast, low-and medium-sensitive adolescents exhibited a quadratic trend, with a notable increase in negative emotions between the first and second years, followed by a slight decrease between the second and third years. Discussion: These findings provide further evidence of the negative impact of the pandemic on adolescents' emotional well-being. They also support the notion that Environmental Sensitivity is associated with individuals' ability to respond and adjust to adverse life events, with significant implications for future research and practice.

Subjective risk factors of severe pain at discharge from the emergency department.

OBJECTIVE: To examine the risk factors for severe pain upon discharge from the emergency department, assuming appropriate pharmacological treatment of pain, in order to improve pain relief in emergency departments and reduce the risk of potential chronic pain. METHODS: An analytic study was conducted utilizing data from a multicenter randomized controlled trial to evaluate patients' experiences upon admission and discharge from the emergency department (ED). Severe pain was defined by a score of six on a numerical rating scale of zero to ten. Stress and negative emotions (including anger, fear, sadness, and regret) were evaluated using numerical rating scales, respectively ranging from 0 to 10 and 1 to 5. The risk factors of severe pain at discharge (SPD) from ED were calculated using logistic regression considering patient characteristics evaluated at their admission to the ED. RESULTS: From the 1240 patients analyzed, 22.2% had SPD from the ED. Each increase of one point in the intensity of acute pain and anger was significantly associated with a higher risk of SPD from ED. In addition, woman, negative self-perceived health, and age under 65 years, are other significant factors associated with SPD from the ED. DISCUSSION: In addition to acute pain on admission, this study highlights new factors to consider when managing pain in emergency care, such as anger, and self-perceived health. Addressing these aspects can help reduce the likelihood of developing SPD from the ED, which in turn could potentially lead to the onset of chronic pain in future. CLINICAL TRIAL REGISTRY: SOFTER IV Project clinical identification number: NCT04916678.

Parent- and Adolescent-Driven Effects in Emotion-Related Communication and Longitudinal Relationships with Depressive Symptoms in Adolescents.

Communication on emotions is an important aspect of parent-adolescent communication, yet its process and effects remain less examined in families of adolescents. This study examined the bidirectional association between parental responses to adolescents' emotions and adolescents' emotional communication behaviors, and further examined their longitudinal predictive effects on adolescent depressive symptoms. The potential moderating role of adolescent gender was also examined. A total of 503 adolescents (Mage = 13.45, SD = 0.50; 44.73% females) participated in this study, with 438 adolescents completing the three-wave longitudinal survey. Adolescents' emotional communication behaviors, parental responses to emotions, and depressive symptoms were reported. The bidirectional relationship was examined using cross-lagged panel models, while the parent- and adolescent-driven effects of emotional communication on adolescent depressive symptoms and the moderation effect of adolescent gender were examined using multi-group structural equation modeling. The findings revealed gender-specific patterns in parent-adolescent communication on emotions. Significant parent- and adolescent-driven effects of positive communication behaviors on adolescent depressive symptoms were found. However, only negative communication behaviors initiated by parents predicted adolescent depressive symptoms, with this effect mediated by adolescents' negative communication behaviors. This study deepened the understanding of characteristics and effects of parent-child emotional communication during adolescence, which has implications for interventions aiming at improving parent-adolescent relationship and adolescents' mental health.

Trait-Anxious People Take Longer to Search for Happy Faces in the Presence of Neutral and Fearful Distractors.

A large body of evidence suggests that processing of affective information is typically disrupted in anxiety. It has also been hypothesized that anxious individuals are less able to evaluate contextual cues and to respond in an adaptive way to stress. In the present study, 25 participants (16 females; 9 males) scoring high (scores of 45 or above) and 26 participants (13 females; 13 males) scoring low (scores of 35 and below) on a standardized measure of trait anxiety performed an emotion search task to investigate attentional biases when the task provides an explicit emotional context. An emotional context was set in each block by asking participants to look as quickly as possible at a face expressing a specific emotion, while eye movements were being recorded. On each trial, two faces appeared, one of them expressing the target emotion and the other one expressing a distractor emotion. High trait-anxious participants showed slower response times (time to look at the instructed emotion), regardless of the affective context, compared to the control group. Additionally, we found slower responses to happy faces (positive context) in the anxious group in the presence of neutral and fearful distractors. Cognitive control may therefore be disrupted in anxiety, as anxious people take longer to process (search for) happy faces, presumably because attentional resources are drawn by neutral and fearful distractors. Those differences were not observed in a simple reaction times task, which suggests that attentional biases, and not differential processing of low-level facial features, are responsible for those differences.