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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.

Although red tape has a long history in public administration research, the emotional consequences of bureaucratic procedures for citizens have received little attention in the literature. Within the framework of behavioral public administration, this article investigates how varying conditions of administrative delay, administrative burden, and rule dysfunctionality in citizen-state interactions spark discrete emotional reactions. Physiological measurements of emotions (e.g., facial coding, electrodermal activity, heart rate) from 136 participants in a laboratory study show that bureaucratic red tape evokes significant negative emotional responses, especially confusion, frustration, and anger. Experimental evidence also indicates that delay is less stirring than burden, while rule functionality has little placatory effect, regardless of the favorability of outcomes. These results support the conceptualization of red tape as an affective rather than a cognitive phenomenon. They also suggest that negative emotions of citizens are linked to the modus operandi of public administrations.

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.

Awe is an emotional response to stimuli that are perceived to be vast (e. g., tall trees, sunsets) and that defy accommodation by existing mental structures. Curiously, awe has prosocial effects despite often being elicited by nonsocial stimuli. The prevailing explanation for why awe has prosocial effects is that awe reduces attention to self-oriented concerns (i. e., awe makes the self small), thereby making more attention available for other-oriented concerns. However, several questions remain unaddressed by the current formulation of this small-self hypothesis. How are awe researchers defining the self, and what implications might their theory of selfhood have for understanding the “smallness” of the self? Building on theories regarding psychological selfhood, we propose that awe may interact with the self not just in terms of attentional focus but rather at multiple layers of selfhood. We further reinterpret the small self using the notion of the quiet ego from personality psychology. Linking awe to an enriched model of the self provided by personality psychology may be fruitful for explaining a range of phenomena and motivating future research.

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.

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.

With the growing use of social networks, online body shaming is becoming a widespread and often socially acceptable phenomenon. However, unlike cyberbullying, the consequences of online body shaming are largely unknown. Therefore, we aimed to investigate the prevalence of behavioral, relational and cognitive-emotional responses to the experience of online body shaming. The study included a population-based cohort of 9441 adolescents aged 11–17 years. Data were collected using a questionnaire developed by the research team utilizing multiple-choice questions. The experience of online shaming was categorized based on whether it focused on the victims’ online presentation, appearance, or physical constitution. The results showed that 25.84% of teenagers had experienced online body shaming. We observed up to 50% prevalence of relational responses in both online and offline space and 25–45% prevalence of cognitive-emotional responses, primarily associated with depression- and anxiety-like feelings. This was accompanied by up to 15% prevalence of psychosomatic problems and substance use. These responses were significantly more prevalent in girls. Body shaming targeting teenagers’ physical constitution resulted in up to 21 times higher odds of negative responses compared to body shaming with a different focus. These findings suggest that online body shaming can have similarly detrimental effects on mental health, social functioning, and self-perception as cyberbullying. Highlights One quarter of teenagers have experienced online body shaming at least once. The most common responses to online body shaming included changes in relational behavior and lowered emotional well-being. Online body shaming that targeted victims’ physical attributes and broader appearance was associated with significantly greater negative responses than shaming targeting only online expressions (content). Girls both experienced online body shaming more frequently and showed a significantly higher prevalence of negative responses to it.

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.

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.