Psychology of emotions and motivation

elementary

PS_W02,PS_W03,PS_ W04,PS_ W07, PS_U04

The student knows and understands the differences in the interpretation of emotions and motivation from the perspective of various psychological approaches (evolutionary, cognitive, humanistic, psychodynamic, etc.).

They know and understand the differences and detailed interpretations of emotions in various theoretical frameworks.

They know and understand the role of emotional and motivational processes in human functioning and the laws of their development. They know and understand the most important mechanisms of emotion regulation.

They know and understand the biological foundations of emotional and motivational processes and are able to recognize and interpret the biological basis of these processes.

They can select appropriate techniques for measuring emotions and motivation (U04).

They are competent in planning their own research in the field of emotions and motivation, in attempts to solve basic conflicts or emotional and motivational problems.

They can identify the neurophysiological structures and processes responsible for the activation of emotions and basic drives.

(in Polish) Wiedza na temat podstawowych nurtów w psychologii

The level of course: elementary

Goals: the main goal - to inform on fundamental mechanisms and rules of emotional and motivational processes. The lectures comprise a presentation of contemporary interpretations of emotional and motivational phenomena.

1. Introduction. Emotions from a Biological Perspective.

- Basic concepts related to emotions.

- Theoretical perspectives in the psychology of emotions. Classical theories of emotions (James, Lange, Bull, Arnold, Hebb).

- Emotions from a biological perspective:

- Emotions from a psychophysiological point of view: the role of the hypothalamic-pituitary-adrenal axis and the autonomic nervous system.

- Psychophysiological methods of studying emotions, including EMG, GSR, cardiovascular activity indicators (e.g., HRV, CO, TPR).

- Perceived threat and perceived controllability of the situation versus cortisol levels and cardiovascular activity. Theoretical and practical implications.

- Theories of LeDoux, Panksepp (understanding of emotions) and criticism of the limbic system concept.

- Criticism of LeDoux’s proposal – revision of the role of the amygdala (Pessoa & Adolphs, 2010).

- Summary and discussion.

2. Analysis of Emotions from the Perspective of Expression.

- James-Lange theory vs. Arnold theory as two broad perspectives on interpreting emotions.

- Ekman’s proposal (assumptions, main theses, macroexpressions and microexpressions), FACS and FACSAID, applications of Ekman’s idea. Practical recognition of microexpressions based on film material shown during classes.

- Duchenne and Non-Duchenne smiles.

- The role of expression in theoretical approaches: Laird, Tomkins, Plutchik.

- Summary and discussion: alternativeness or complementarity of interpretations of emotions in James-Lange and Arnold theories in the context of current research.

3. Structure of Affect. Relationships Between Cognitive Processes and Emotions.

- Structure of affect in theoretical approaches: Russell and Mehrabian, Russell, Watson, and others.

- Conversational part – Filling out the CCMA and PANAS, and discussing the psychometric properties and applications of both instruments.

- Summary: advantages and limitations of models describing the structure of affective states.

- Relationships between cognitive processes and emotions: Schachter and Singer, Lazarus, Zajonc.

- Summary and discussion

4. Mixed Emotions and Secondary Emotions.

- The concept of mixed emotions. Mixed emotions and secondary mixed emotions in the psychodynamic approach and their adaptive role in coping with stress (cf. Braniecka et al., 2014).

- Cognitive processes in the interpretation of self-conscious emotions. Self-conscious emotions as a category of secondary emotions. Lewis’s model of self-conscious emotions.

- Conversational part – Filling out the TOSCA-3 and discussing the psychometric properties and applications of the tool.

5.

- Midterm Exam.

- Psychosocial theories of emotions.

- Conversational part:

- Alexithymia.

- Anxiety and fear - evolutionary, cognitive, and clinical perspectives.

- Filling out the STAI and discussing its psychometric properties and applications.

6. Emotion Regulation.

- Gross’s model of emotion regulation.

- Emotion regulation according to Tamir.

- Fredrickson’s Broaden-and-Build Theory of Positive Emotions.

The undo effect and the issue of its replicability in current meta-analyses (cf. Behnke et al., 2023).

- Kuhl’s theory of personality systems interaction.

- Summary and discussion: advantages and limitations of the discussed theoretical models. Interrelationships of the discussed theoretical proposals.

7. Introduction to the Psychology of Motivation.

- Basic concepts related to motivation. Pioneers in motivation research.

- Motivation in behaviorism.

- Motivation from the psychoanalytic perspective (Freud, Hartmann).

- Secondary motivation - various theoretical perspectives.

- Motivation in humanistic psychology exemplified by Maslow’s hierarchy of needs.

- Deci and Ryan’s self-determination theory.

- Schwartz’s theory of values.

- Summary and discussion.

8. Frankl’s Concept of the Meaning of Life. Hermans’s Theory. Summary and Discussion.

Behnke, M., Pietruch, M., Chwiłkowska, P., Wessel, E., & Kaczmarek, Ł. D. (2023). The Undoing Effect of Positive Emotions: A Meta-Analytic Review. Emotion Review, 15(1): 45–62.

Braniecka, A., Trzebińska, E., Dowgiert, A., & Wytykowska, A. (2014). Mixed Emotions and Coping: The Benefits of Secondary Emotions. PLoS ONE, 9(8), e103940. https://doi.org/10.1371/journal.pone.0103940

Brzozowski, P. (2010). Skala Uczuć Pozytywnych i Negatywnych SUPIN. Polska adaptacja skali PANAS Davida Watsona i Lee Anny Clark. Podręcznik. Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.

Dickerson, S. S., & Kemeny, M. E. (2004). Acute Stressors and Cortisol Responses: A Theoretical Integration and Synthesis of Laboratory Research. Psychological Bulletin, 130(3), 355–391. https://doi.org/10.1037/0033-2909.130.3.355

Fredrickson, B. L., Cohn, M. A. (2010). Positive Emotions. W Lewis, M., Haviland-Jones, J. M., Feldman Barrett, L. (red.), Handbook of emotions (s. 777–796). Guilford Press.

Gasiul, H. (2018) (red.). Metody badania emocji i motywacji. Difin Engram.

Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–20). The Guilford Press.

Hall, C. S., Lindzey, G. (2003). Teorie osobowości. PWN.

Hoffman, M. L. (2006). Empatia a rozwój moralny. GWP.

Koole, S. L., Kuhl, J., Jostmann, N., & Vohs, K. D. (2005). On the hidden benefits of state orientation: Can people prosper without efficient affect regulation skills? In A. Tesser, J. Wood & D. A. Stapel (Eds.), On building, defending, and regulating the self: A psychological perspective (pp. 217–243). Taylor & Francis. https://doi.org/10.4324/9780203998052-13

Lewis, M., Haviland-Jones, J.M. (red.) (2005). Psychologia emocji. GWP.

Łosiak. W. (2007). Psychologia emocji. WAiP.

Pessoa, L., & Adolphs, R. (2010). Emotion processing and the amygdala: from a “low road” to “many roads” of evaluating biological significance. Nature Reviews Neuroscience, 11(11), 773–782. https://doi.org/10.1038/nrn2920

Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178. https://doi.org/10.1037/h0077714.

Russell, J. A., & Feldman Barrett, L. (1999). Core affect, prototypical emotional episodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76(5), 805–819. https://doi.org/10.1037/0022-3514.76.5.805.

Russell, J. A., & Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of Research in Personality, 11(3), 273–294. https://doi.org/10.1016/0092-6566(77)90037-X

Stanisławski, K., Cieciuch, J., & Strus, W. (2021). Ellipse rather than a circumplex: A systematic test of various circumplexes of emotions. Personality and Individual Differences, 181, 111052. https://doi.org/10.1016/j.paid.2021.111052

Strus, W., Żylicz, P. O. (2018). Emocje samoświadomościowe – podstawowe rozróżnienia i narzędzia pomiaru. W: H. Gasiul (red.). Wybrane metody badania emocji i motywacji. Difin.

Szczygieł, D. (2014). Regulacja emocji a dobrostan. Konsekwencje wyprzedzającej i korygującej regulacji emocji. W: R. Derbis i Ł. Baka (red.), Oblicza jakości życia (s. 193–209). Wydawnictwo Akademii im. Jana Długosza w Częstochowie.

Szczygieł, D., & Kolańczyk, A. (2000). Skala Poziomów Świadomości Emocji. Adaptacja Skali Levels of Emotional Awareness Scale Lane’a i Schwartza. Roczniki Psychologiczne, 3, 155–179.

Tamir, M. (2009). What Do People Want to Feel and Why? Current Directions in Psychological Science, 18(2), 101–105. https://doi.org/10.1111/j.1467-8721.2009.01617.x

Wojciszke, B., Szlendak, M. A., (2010). Skale do pomiaru orientacji sprawczej i wspólnotowej, Psychologia Społeczna, 51(13), 57–70.

Wrześniewski, K., Sosnowski, T., Jaworowska, A., Fecenec, D. (2006). Inwentarz Stanu i Cechy Lęku STAI. Polska adaptacja STAI. Podręcznik. Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.

Yik, M. (2009). Studying affect among the Chinese: The circular way. Journal of Personality Assessment, 91(5), 416–428. https://doi.org/10.1080/00223890903087596.

Knowledge Outcomes: The student has knowledge of the discussed theories of emotions and motivation. They comprehensively explain motivational and emotional mechanisms from various theoretical perspectives. They know and understand the biological basis of emotional and motivational processes.

Skills Outcomes: They can apply the discussed methods of studying emotions and motivation and correctly interpret the results obtained using these methods.

Competence Outcomes: They interpret the main ideas of the psychology of emotions and motivation in the context of various theoretical approaches. They recognize the limitations of the methods used in the study of emotions and motivation.

Knowledge:

• For a grade of 2 (fail): The student does not know the basic theories of emotions and motivation; they do not know or understand the role of emotional and motivational processes in human functioning, nor the biological basis of emotional and motivational processes.

• For a grade of 3 (satisfactory): The student sufficiently knows the most important theories of emotions and motivation; they sufficiently know and understand the role of emotional and motivational processes in human functioning, as well as the biological basis of these processes.

• For a grade of 4 (good): The student knows well most of the discussed theories of emotions and motivation; they know well and understand the role of emotional and motivational processes in human functioning, as well as the biological basis of these processes.

• For a grade of 5 (very good): The student knows very well all the discussed theories of emotions and motivation; they know very well and understand the role of emotional and motivational processes in human functioning, as well as the biological basis of these processes.

Skills:

• For a grade of 2 (fail): The student cannot use methods for studying emotions and motivation, cannot interpret the results obtained using these methods, and cannot interpret emotions and motivation from the perspective of the learned theories.

• For a grade of 3 (satisfactory): The student can use methods for studying emotions and motivation, but interprets the results obtained using these methods in an insufficiently comprehensive manner (individual elements of the interpretation are not sufficiently connected); with the instructor’s help, they interpret emotional and motivational processes in a theoretical context.

• For a grade of 4 (good): The student can use methods for studying emotions and motivation, interprets the results comprehensively, and independently interprets emotional and motivational processes in a theoretical context.

• For a grade of 5 (very good): The student can use methods for studying emotions and motivation, interprets the results comprehensively, taking into account the theoretical context as well as the advantages and limitations of individual methods; they can interpret emotional and motivational processes creatively, combining information from various sources based on the discussed theories.

Competence:

The level of awareness of the need to consider both the diagnostic/research purpose and the social and ethical conditions of the study in selecting methods for studying emotions and motivation is assessed. The awareness of the complexity of the conditions of emotional and motivational processes in everyday life is evaluated.

The final grade will be based on the exam result (a maximum of 100 points can be obtained). The exam will be divided into two parts. Both parts will be conducted in written form.

The final grade can be increased for active participation during classes (a maximum of 5 additional points can be obtained for activity).