Natural disaster preparedness in college students: Implications for institutions of higher learning.

Objective: There is growing interest in the effectiveness of disaster preparedness at universities. Although several studies have examined student preparedness perceptions, a better understanding of factors that may influence actual preparedness is needed.

Participants: Seven hundred sixty-five undergraduate and graduate students at a southeastern U.

The impact of negative emotions on self-concept abstraction depends on accessible information processing styles.

Research suggests that anger promotes global, abstract processing whereas sadness and fear promote local, concrete processing (see Schwarz & Clore, 2007 for a review). Contrary to a large and influential body of work suggesting that specific affective experiences are tethered to specific cognitive outcomes, the affect-as-cognitive-feedback account maintains that affective experiences confer positive or negative value on currently dominant processing styles, and thus can lead to either global or local processing (Huntsinger, Isbell, & Clore, 2014). The current work extends this theoretical perspective by investigating the impact of discrete negative emotions on the self-concept.

The Impact of Affect on Out-Group Judgments Depends on Dominant Information-Processing Styles: Evidence From Incidental and Integral Affect Paradigms.

Two studies tested the affect-as-cognitive-feedback model, in which positive and negative affective states are not uniquely associated with particular processing styles, but rather serve as feedback about currently accessible processing styles. The studies extend existing work by investigating (a) both incidental and integral affect, (b) out-group judgments, and (c) downstream consequences. We manipulated processing styles and either incidental (Study 1) or integral (Study 2) affect and measured perceptions of out-group homogeneity.

Who am I?: The influence of affect on the working self-concept.

Two experiments investigated the impact of affect on the working self-concept. Following an affect induction, participants completed the twenty statements test (TST) to assess their working self-concepts. Participants in predominantly happy and angry states used more abstract statements to describe themselves than did participants in predominantly sad and fearful states.