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This study has aimed to investigate language learners’ emotional experiences through the lens of L2 future self-guides. To that end, the L2 motivational self system was chosen as the theoretical framework to relate learners’ emotions to their L2 selves. However, due to inconsistent results of past research concerning the motivational role of the ought-to L2 self, a revision of the model is proposed, discussed theoretically, and tested empirically. The results revealed a trichotomous model of L2 selves—ideal L2 self, ought-to L2 self/own, and ought-to L2 self/others—with distinct motivational profiles. Furthermore, different types of L2 self-discrepancies were found to result in different emotional reactions on the part of L2 learners. Overall, the study provides a clearer picture of L2 learners’ emotions and their motivation in second language acquisition.

This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as cover and secret stories regarding study abroad returnee students in their classrooms. These stories were analyzed in relation to teachers' emotional experiences of \"vulnerability\" (Lasky, 2005) to examine how vulnerability affects teachers' orientations to their ongoing professional development—contributing to or preventing their pedagogical and self-transformation. Teachers who experienced the protective dimension evinced conflicted stories about returnee students, which is grounded in those teachers' own anxiety about their competence and the \"sacred story\" about the teacher as allknowing. The open vulnerability of other teachers, together with their confidence in personal language skills and practice, encouraged attentiveness to individual students and a curriculum of lived experience for both teachers and students. The emotional experiences described in this study allow the subjectivity of language teachers to be traced to its social and institutional contexts.

When people learn that demonstrators are being subjected to harsh treatment by the police, sometimes their reaction is to join demonstrations. What explains the potentially mobilizing power of repression? Information-oriented theories posit that repression changes people’s beliefs about the likely success of the protests or the type of the government, thus encouraging them to join. Social–psychological theories posit that repression provokes a moral and emotional reaction from bystanders, and these emotional reactions are mobilizing. Our research offers a rare opportunity to test these theories, empirically, against one another. We offer experimental evidence from Turkey after the 2013 Gezi uprising. In this setting, emotional reactions appear to be the link between repression and backlash mobilization. Information-oriented theories of backlash mobilization may be less germane in democracies, in which people already have access to information about their governments, and in highly polarized polities, in which few people’s political affinities are up for grabs.

Canonical theories of opinion formation attribute an important role to affect. But how and for whom affect matters is theoretically underdeveloped. We establish the circumplex model in political science as a theory of core affect. In this theory unconscious emotional processes vary in level (arousal, measured with skin conductance) and direction (valence, measured with facial electromyography). We theorize that knowledge, attitude extremity, and (in)congruence with political rhetoric explain variation in affective responses. In a large lab study (N = 397), participants watched video clips with left-wing or right-wing rhetoric on prominent issues. We find that people with extreme attitudes experience more arousal in response to political rhetoric and that political rhetoric incongruent with prior attitudes evokes negative affect. Moreover, we show that affective responses lead to opinion change, independent of self-reported emotions. We conclude by setting a research agenda for the alignment between affective and cognitive components of emotions and their consequences.

BackgroundVerbal bullying is often reported by students. However, little is known about the exact things that bullies say to students or the immediate emotional reactions elicited by verbal bullying.ObjectiveThis study examined verbal bullying to determine what specific taunts are used in bullying, how students feel when they hear these taunts, if there is a relationship between particular taunts and feelings, and gender differences among these variables.MethodParticipants in this field study included a sample of middle school students, grades 6–8, with data collected over three years (N = 339) from a large school district in the United States. Using an open-ended format, students wrote things they thought bullies might say and how they would feel if they heard these taunts.ResultsIndividual taunts such as “ugly” and “fat” and those falling into the categories of Stupid, Name Calling, and Personal Insults were most common. Frequent emotional responses were Sad, Angry/Hatred, and Depressed. Gender differences in both taunts and feelings were few, but females were more likely than males to be sensitive to issues of appearance, sexual propriety, and genuineness.ConclusionsThese data expand the literature by specifying the content of verbal bullying and immediate emotional reactions to it. They identify appearance as well as competence and warmth, key factors in the Stereotype Content Model, as underlying much of the content of verbal bullying.

Emotion regulation is theorized to shape students’ engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers. The sample included 136 secondary school students (59,7% girls; Mage = 14.93, SDage = 1.02, range: 13–18 years). Psychometric network models revealed that difficulties in emotional awareness, emotional clarity, and access to emotion regulation strategies were differentially related to behavioral and emotional engagement, establishing an indirect link with teacher and/or peer relations. Nonacceptance of emotional responses, emotional awareness, and impulse control difficulties were uniquely related to teacher and/or peer relations, establishing an indirect link with student engagement. Causal discovery analysis suggested that student emotional engagement is an empirically-plausible direct cause of increased access to emotion regulation strategies. These findings uncover potential pathways through which emotion regulation hampers or facilitates learning at school, providing information useful for the design of school curricula and teacher training programs.

Despite the profound impact Durkheim's Suicide has had on the social sciences, several enduring issues limit the utility of his insights. With this study, we offer a new Durkheimian framework for understanding suicide that addresses these problems. We seek to understand how high levels of integration and regulation may shape suicide in modern societies. We draw on an in-depth, qualitative case study (N = 110) of a cohesive community with a serious adolescent suicide problem to demonstrate the utility of our approach. Our case study illustrates how the lives of adolescents in this highly integrated community are intensely regulated by the local culture, which emphasizes academic achievement. Additionally, the town's cohesive social networks facilitate the spread of information, amplify the visibility of actions and attitudes, and increase the potential for swift sanctions. This combination of cultural and structural factors generates intense emotional reactions to the prospect of failure among adolescents and an unwillingness to seek psychological help for adolescents' mental health problems among both parents and youth. Ultimately, this case illustrates (1) how high levels of integration and regulation within a social group can render individuals vulnerable to suicide and (2) how sociological research can provide meaningful and unique insights into suicide prevention.

PurposeOne of the most prolific areas of misinformation research is examining corrective strategies in messaging. The main purposes of the current study are to examine the effects of (1) partisan media (2) credibility perceptions and emotional reactions and (3) theory driven corrective messages on people's misperceptions about COVID-19 mask wearing behaviors.Design/methodology/approachThe authors used a randomized experimental design to test the hypotheses. The data were collected via the survey firm Lucid. The number of participants was 485. The study was conducted using Qualtrics after the research project was exempt by the Institutional Research Board of a large University in the US. The authors conducted an online experiment with four conditions, narrative versus statistics and individual versus collective. The manipulation messages were constructed as screenshots from Facebook.FindingsThe findings of this study show that higher exposure to liberal media was associated with lower misperceptions, whereas higher credibility perceptions of and positive reactions toward the misinformation post and negative emotions toward the correction comment were associated with higher misperceptions. Moreover, the findings showed that participants in the narrative and collective-frame condition had the lowest misperceptions.Originality/valueThe authors tested theory driven misinformation corrective messages to understand the impact of these messages and multiple related variables on misperceptions about COVID-19 mask wearing. This study contributes to the existing misinformation correction literature by investigating the explanatory power of the two well-established media effects theories on misinformation correction messaging and by identifying essential individual characteristics that should be considered when evaluating how misperceptions about the COVID-19 crisis works and gets reduced.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2021-0600

Emotions play an important role in explaining why news framing has effects on opinions about immigration. Yet, our knowledge regarding which emotions are relevant for different types of news frames is limited. This survey experiment (N = 715) determines to what extent positive and negative emotions mediate framing effects about immigration, and whether mediation depends on the type of frame at stake. We exposed participants to one of four preestablished frames: the emancipation, multicultural, assimilation, or victimization frame. Results show that the emancipation and multicultural frames cause the most emotional response. Positive emotions function as mediators of framing effects on immigration opinions.

We examine the political consequence of exposure to widely available video content of terror violence. In a two-wave survey of Americans, we assess who is exposed to, and seeks out, terror-related video content in the first wave and then observe who decides to watch raw video footage of the Boston marathon terror attack in the second. We focus centrally on anxiety and anger as differing emotional reactions to the threat of terrorism and document their influence on exposure to terror violence. Anxiety generates avoidance of violent terror content whereas anger increases its consumption. Moreover, we find that anger increases exposure to violent terror content and in addition enhances support for punitive and retaliatory anti-terrorism policy. We discuss the implications of our findings for the broader dynamics of terrorist violence and the emotional basis of selective news exposure.