Emotions about Emotions

Mendonça, Dina

doi:10.1177/1754073913484373

Cited by 44 publications

(53 citation statements)

References 15 publications

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“…However, when students rated an item as “1” in the former format, it indicated a low level of meta‐affect. In addition, Mendoça () pointed out that there are differences in measuring emotion and meta‐emotion, because emotion does not always lead to a meta‐emotional response. Thus, stating a feeling may not represent one's experience of meta‐affect.…”

Section: Methodsmentioning

confidence: 99%

The Development of the Meta-Affective Trait Scale

Uzuntiryaki-Kondakçı

Kırbulut

2016

Psychol. Schs.

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The purpose of this study was to develop a Meta-Affective Trait Scale (MATS) to measure the meta-affective inclinations related to emotions that students have while they are studying for their classes. First, a pilot study was performed with 380 10th-grade students. Results of the exploratory factor analysis supported a two-factor structure of the MATS, with 17 items and two dimensions (affective awareness and affective regulation). Second, in the validation study, the confirmatory factor analysis was carried out using data from 359 11th-grade students. Satisfactory fit indices were obtained, providing evidence for the reliability and validity of the scale. Finally, for further evidence, a correlational analysis was run. Results indicated positive and significant correlations between learning strategies and self-efficacy and the dimensions of the MATS. Consequently, the MATS can be employed by both researchers and teachers to assess students' meta-affective inclinations. C 2016 Wiley Periodicals, Inc.The purpose of this study was to develop a scale to measure meta-affective inclinations as a trait that students have while they are studying for their classes, in relation to their emotions. Affect is an important construct in education in that it plays a role in student learning and engagement (Boekaerts, 2007;Linnenbrink, 2007). Therefore, we focused on affect in this study. However, we directed our attention toward affect at a meta-level, which covers self-awareness and self-regulation of emotions, because students' awareness and regulation of their emotions during learning are vital. Newmann (1992) especially emphasized the necessity of engagement when learning school subjects. Researchers describe engagement by focusing on its behavioral, cognitive, or affective (emotional) dimensions. Regarding affective dimension, positive emotions promote engagement (Broughton, Sinatra, & Nussbaum, 2011). According to Pekrun (2006), activating emotions, such as enjoyment, lead to a high level of engagement, whereas deactivating emotions, such as relief, cause the learner to disengage with the material. In this study, we conceptualize meta-affect under engagement. In the following sections, we first describe the components of engagement and then present meta-affect and studies on its measurement. LITERATURE REVIEWStudent engagement is a multidimensional construct made up of several components. Early views of engagement were built on either two or three components. The two-component model includes behavioral and emotional engagement (Finn, 1993;Marks, 2000). Although behavioral engagement refers to students' participation in learning activities, emotional engagement refers to feelings about and valuing of school. The three-component view adds cognitive engagement, which is related to one's willingness and thoughtful effort toward mastering complex skills

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Section: Methodsmentioning

confidence: 99%

The Development of the Meta-Affective Trait Scale

Uzuntiryaki-Kondakçı

Kırbulut

2016

Psychol. Schs.

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“…They also come in positive-positive combinations. Consider an example from Aquinas: Concurring with Roosevelt that we can fear fear, Aquinas points out that one can also 1 Among the few recent articles that have addressed meta-emotions from a philosophical point of view are Jäger and Bartsch (2006) and Mendonça (2013). Jäger and Bartsch (2006, p. 199) conclude that "whatever format an acceptable theory of emotions adopts, it should be equipped to deal with meta-emotions".…”

Section: Meta-emotions: Varieties and Core Characteristicsmentioning

confidence: 97%

Looking into meta-emotions

Jäger

Bänninger-Huber

2014

Synthese

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There are many psychic mechanisms by which people engage with their selves. We argue that an important yet hitherto neglected one is self-appraisal via meta-emotions. We discuss the intentional structure of meta-emotions and explore the phenomenology of a variety of examples. We then present a pilot study providing preliminary evidence that some facial displays may indicate the presence of metaemotions. We conclude by arguing that meta-emotions have an important role to play in higher-order theories of psychic harmony and that Frankfurt-style accounts, which explain a person's "reflective self-endorsement" exclusively in terms of volitional hierarchies, are inchoate and need to be augmented by a theory of meta-emotions.

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“…In this way, they argue, metaemotions ‘play a pivotal role in determining psychic harmony’ (2015, p. 788). Likewise, Dina Mendonça emphasizes the ‘positive and helpful’ (, p. 396) self‐regulatory function of metaemotions…”

Section: Against a Hierarchical Model Of Metaemotionsmentioning

confidence: 99%

“…This kind of iterated case can rapidly lead to tangled pileups of metaemotions, in which the idea of discrete levels or orders of emotion is out of place. The few philosophers who have concentrated on metaemotions, in spite of providing rich discussions, have insisted that ‘emotion theory needs to retain the dimension of order of emotion’ (Mendonça, , p. 395), and that this is ‘not merely a philosophical construction’ (Jäger and Bartsch, , p. 200). Employing an extended case study of the relationship between anger and embarrassment, I will argue that this hierarchical model of metaemotional experience is an artificial construction that is inapplicable to such complex cases, and serves to obscure the propensity of simpler cases to develop into complex ones themselves.…”

Section: Introductionmentioning

confidence: 99%

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Metaemotional Intentionality

Howard

2015

Pacific Philosophical Qtr

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This article argues against two theories that obscure our understanding of emotions whose objects are other emotions. The tripartite model of emotional intentionality holds that an emotion's relation to its object is necessarily mediated by an additional representational state; I argue that metaemotions are an exception to this claim. The hierarchical model positions metaemotions as stable, epistemically privileged higher‐order appraisals of lower‐level emotions; I argue that this clashes with various features of complex metaemotional experiences. The article therefore serves dual purposes, offering metaemotions as a counterexample to an intuitive thesis about emotional intentionality, and examining their intentional structure in its own right.

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Emotions about Emotions

Cited by 44 publications

References 15 publications

The Development of the Meta-Affective Trait Scale

The Development of the Meta-Affective Trait Scale

Looking into meta-emotions

Metaemotional Intentionality

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