The core premise of cognitive appraisal theories of emotion is that emotions are produced from our interpretation of what we experience. Compared to other major theoretical frameworks in emotion, the appraisal perspective emphasizes the centrality of these cognitive interpretations in giving rise to emotions. Decades of research have yielded numerous studies that broadly agree on the centrality of the appraisal process, but differ in the details, with different lists of appraisal dimensions, terminology, and only qualitative predictions for the relationship between select appraisals and emotions. Despite hundreds of published empirical studies, the field still lacks a systematic, quantitative meta-analysis that can establish support for the detailed relationships between appraisals and emotions. Here, we conducted a mixed-effects meta-analysis of 2,634 effect sizes from 309 studies across 251 reports, covering 47 distinct appraisals and 63 emotions, to assess the evidence for 853 specific appraisal-emotion relationships. We find that 75.0% of previously hypothesized relationships between appraisals and emotions were statistically significant, with an average moderate-to-large effect size (mean = .33). We also highlight many previously unpredicted relationships, with an average small-to-moderate effect size (mean = .27), which can form the basis for future confirmatory studies and theory refinement. As a summary, we provide a taxonomy of appraisal dimensions, as well as appraisal profiles of these emotions, which could be useful to affective scientists, clinical psychologists, and applied behavioral researchers. Taken together, this review documents the state of knowledge in the field and generates new hypotheses for future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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BMC Public Health
January 2025
Faculty of Social Work, University of Toronto, 246 Bloor St W, Toronto, ON, M5S 1V4, Canada.
Background: Loneliness is a public health epidemic in the United States (US), with older adults being vulnerable to experiencing loneliness. Predictors of loneliness are less understood among racial/ethnic groups of US older adults, and few studies have included perceived institutional discrimination (PID), stressful life events (SLE), and perceived neighborhood characteristics (PNC) as antecedent stressors of loneliness in diverse older adult samples. Our study assessed the relationship between these stressors and loneliness among specific racial/ethnic groups of older adults.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Anatomy, Clinical Sciences Building, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, 308323, Singapore.
Study Objective: Student-centered learning and unconventional teaching modalities are gaining popularity in medical education. One notable approach involves engaging students in producing creative projects to complement the learning of preclinical topics. A systematic review was conducted to characterize the impact of creative project-based learning on metacognition and knowledge gains in medical students.
View Article and Find Full Text PDFEarly Interv Psychiatry
February 2025
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, Washington, USA.
Objective: Early intervention in psychosis is associated with favourable outcomes. We investigated whether loved ones' illness duration moderated caregiver outcomes following a Cognitive Behavioural Therapy-informed Family Intervention for psychosis (FIp).
Methods: We conducted a secondary analysis of measures of FIp participants' depression and anxiety symptoms, caregiver appraisals, expressed emotion and foundational psychotherapeutic competencies at pre-, post- and 4-month follow-up.
Front Psychol
January 2025
School of Chinese as a Second Language, Faculty of Humanities, Peking University, Beijing, China.
Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback.
View Article and Find Full Text PDFJ Adv Nurs
January 2025
College of Nursing, SUNY Upstate Medical University, Syracuse, New York, USA.
Aim: To review older persons' lived experiences and perceptions of loneliness in residential care facilities and characterise mechanisms underlying their experiences through a comprehensive loneliness model.
Design: A systematic review synthesising qualitative research on the experiences of loneliness among older people living in residential care facilities.
Methods: This review followed Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines with quality appraisal conducted using the Critical Appraisal Skills Programme checklist.
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