Affect (psychology) in the context of "Feeling"

In psychology, an attitude "is a summary evaluation of an object of thought. An attitude object can be anything a person discriminates or holds in mind". Attitudes include beliefs (cognition), emotional responses (affect) and behavioral tendencies (intentions, motivations). In the classical definition an attitude is persistent, while in more contemporary conceptualizations, attitudes may vary depending upon situations, context, or moods.

While different researchers have defined attitudes in various ways, and may use different terms for the same concepts or the same term for different concepts, two essential attitude functions emerge from empirical research. For individuals, attitudes are cognitive schema that provide a structure to organize complex or ambiguous information, guiding particular evaluations or behaviors. More abstractly, attitudes serve higher psychological needs: expressive or symbolic functions (affirming values), maintaining social identity, and regulating emotions. Attitudes influence behavior at individual, interpersonal, and societal levels. Attitudes are complex and are acquired through life experience and socialization. Key topics in the study of attitudes include attitude strength, attitude change, and attitude-behavior relationships. The decades-long interest in attitude research is due to the interest in pursuing individual and social goals, an example being the public health campaigns to reduce cigarette smoking.

An attitude object is any concept or entity around which an attitude forms, integrating both cognition (beliefs) and affect (emotional responses) in a way that shapes how individual evaluate that object. Attitudes toward objects can evolve over time, influenced by various situational and contextual factors. An example of an attitude object is a product (e.g., a car). People can hold various beliefs about cars (cognitions, e.g., that a car is fast) as well as evaluations of those beliefs (affect, e.g., they might like or enjoy that the car is fast). Together these beliefs and affective evaluations of those beliefs represent an attitude toward the object.

Attitude objects also play a significant role in shaping and determining the functions of attitudes, which can be classified as utilitarian, social identity, or self-esteem maintenance functions. The utilitarian function involves attitudes toward objects that provide direct benefits (e.g., coffee or air conditioners), which help maximize rewards or minimize discomfort. As for the social identity function relates to objects (e.g., wedding rings or national flags), which symbolize values and social identity, helping individuals express who they are and their affiliations. Lastly, the self-esteem maintenance function involves objects that impact self-worth (e.g., personal attributes, help boost, and protect one's self-esteem).

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. Educational psychology both draws from and contributes to cognitive science and the learning theory. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

Volition, also known as will or conation, is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. Others include affect (feeling or emotion), motivation (goals and expectations), and cognition (thinking). Volitional processes can be applied consciously or they can be automatized as habits over time.

Most modern conceptions of volition address it as a process of conscious action control which becomes automatized (e.g. see Heckhausen and Kuhl; Gollwitzer; Boekaerts and Corno).

Valence, also known as hedonic tone, is a characteristic of emotions that determines their emotional affect (intrinsic appeal or repulsion).

Positive valence corresponds to the "goodness" or attractiveness of an object, event, or situation, making it appealing or desirable. Conversely, negative valence relates to "badness" or averseness, rendering something unappealing or undesirable.

In psychology, a mood is an affective state. In contrast to emotions or feelings, moods are less specific, less intense and less likely to be provoked or instantiated by a particular stimulus or event. Moods are typically described as having either a positive or negative valence. In other words, people usually talk about being in a good mood or a bad mood. There are many different factors that influence mood, and these can lead to positive or negative effects on mood.

Mood also differs from temperament or personality traits which are even longer-lasting. Nevertheless, personality traits such as optimism and neuroticism predispose certain types of moods. Long-term disturbances of mood such as clinical depression and bipolar disorder are considered mood disorders. Mood is an internal, subjective state, but it often can be inferred from posture and other behaviors. "We can be sent into a mood by an unexpected event, from the happiness of seeing an old friend to the anger of discovering betrayal by a partner. We may also fall into a mood."

Euphoria (/juːˈfɔːriə/ yoo-FOR-ee-ə) is the experience (or affect) of pleasure or excitement and intense feelings of well-being and happiness. Certain natural rewards and social activities, such as aerobic exercise, laughter, listening to or making music and dancing, can induce a state of euphoria. Euphoria is also a symptom of certain neurological or neuropsychiatric disorders, such as mania. Romantic love and components of the human sexual response cycle are also associated with the induction of euphoria. Certain drugs, many of which are addictive, can cause euphoria, which at least partially motivates their recreational use.

Hedonic hotspots – i.e., the pleasure centers of the brain – are functionally linked. Activation of one hotspot results in the recruitment of the others. Inhibition of one hotspot results in the blunting of the effects of activating another hotspot. Therefore, the simultaneous activation of every hedonic hotspot within the reward system is believed to be necessary for generating the sensation of an intense euphoria.

Physical education (also known as PE) is an academic subject taught in schools worldwide, encompassing primary, secondary, and sometimes tertiary education. It is often referred to as Phys. Ed. or PE, and in the United States it is informally called gym class or gym. Physical education generally focuses on developing physical fitness, motor skills, health awareness, and social interaction through activities such as sports, exercise, and movement education. While curricula vary by country, PE generally aims to promote lifelong physical activity and well-being. Unlike other academic subjects, physical education is distinctive because it engages students across the psychomotor, cognitive, affective, social, and cultural domains of learning. Physical education content differs internationally, as physical activities often reflect the geographic, cultural, and environmental features of each region. While the purpose of physical education is debated, one of its central goals is generally regarded as socialising and empowering young people to value and participate in diverse movement and physical activity cultures.

Women's studies is an academic field that draws on feminist and interdisciplinary methods to place women's lives and experiences at the center of study, while examining social and cultural constructs of gender; systems of privilege and oppression; and the relationships between power and gender as they intersect with other identities and social locations such as race, sexual orientation, socio-economic class, and disability.

Popular concepts that are related to the field of women's studies include feminist theory, standpoint theory, intersectionality, multiculturalism, transnational feminism, social justice, Matrixial gaze, affect studies, agency, bio-politics, materialism, and embodiment. Research practices and methodologies associated with women's studies include ethnography, autoethnography, focus groups, surveys, community-based research, discourse analysis, and reading practices associated with critical theory, post-structuralism, and queer theory. The field researches and critiques different societal norms of gender, race, class, sexuality, and other social inequalities.

Subjective well-being (SWB) is a concept of well-being (happiness) that focus on evaluations from the perspective of the people who's lives are being evaluated rather than from some objective viewpoint. SWB measures often rely on self-reports, but that does not make them SWB measures. Objective measures of wellbeing are also sometimes measured with self-reports and SWB can also be measured with informant ratings.

Ed Diener defined SWB in terms of three indicators of subjective well-being: frequent positive affect, infrequent negative affect, and cognitive evaluations such as life satisfaction.

The sociology of culture, and the related cultural sociology, concerns the systematic analysis of culture, usually understood as the ensemble of symbolic codes used by a member of a society, as it is manifested in the society. For Georg Simmel, culture referred to "the cultivation of individuals through the agency of external forms which have been objectified in the course of history". Culture in the sociological field is analyzed as the ways of thinking and describing, acting, and the material objects that together shape a group of people's way of life.

Contemporary sociologists' approach to culture is often divided between a "sociology of culture" and "cultural sociology"—the terms are similar, though not interchangeable. The sociology of culture is an older concept, and considers some topics and objects as more or less "cultural" than others. By way of contrast, Jeffrey C. Alexander introduced the term cultural sociology, an approach that sees all, or most, social phenomena as inherently cultural at some level. For instance, a leading proponent of the "strong program" in cultural sociology, Alexander argues: "To believe in the possibility of cultural sociology is to subscribe to the idea that every action, no matter how instrumental, reflexive, or coerced [compared to] its external environment, is embedded to some extent in a horizon of affect and meaning." In terms of analysis, sociology of culture often attempts to explain some discretely cultural phenomena as a product of social processes, while cultural sociology sees culture as a component of explanations of social phenomena. As opposed to the field of cultural studies, cultural sociology does not reduce all human matters to a problem of cultural encoding and decoding. For instance, Pierre Bourdieu's cultural sociology has a "clear recognition of the social and the economic as categories which are interlinked with, but not reducible to, the cultural."

Transference (German: Übertragung) is a phenomenon within psychotherapy in which repetitions of old feelings, attitudes, desires, or fantasies that someone displaces are subconsciously projected onto a here-and-now person. Traditionally, it had solely concerned feelings from a primary relationship during childhood.

Affect displays are the verbal and non-verbal displays of affect (emotion). These displays can be through facial expressions, gestures and body language, volume and tone of voice, laughing, crying, etc. Affect displays can be altered or faked so one may appear one way, when they feel another (e.g., smiling when sad). Affect can be conscious or non-conscious and can be discreet or obvious. The display of positive emotions, such as smiling, laughing, etc., is termed "positive affect", while the display of more negative emotions, such as crying and tense gestures, is called "negative affect".

Affect is important in psychology as well as in communication, mostly when it comes to interpersonal communication and non-verbal communication. In both psychology and communication, there are a multitude of theories that explain affect and its impact on humans and quality of life.

Mania (/meɪniːˈə/ MAIN-ee-yah; also known as manic syndrome) is a psychiatric behavioral syndrome defined as a state of abnormally elevated arousal, affect, and energy level. During a manic episode, an individual will experience rapidly changing emotions and moods, highly influenced by surrounding stimuli. Although mania is often conceived of as a "mirror image" to depression, the heightened mood can be dysphoric as well as euphoric. As the mania intensifies, irritability can be more pronounced and result in anxiety or anger.

The symptoms of mania include elevated mood (either euphoric or irritable), flight of ideas, pressure of speech, increased energy, decreased "need" and desire for sleep, and hyperactivity. They are most plainly evident in fully developed hypomanic states, however, in full-blown mania, these symptoms become progressively exacerbated. In severe manic episodes, these symptoms may even be obscured by other signs and symptoms characteristic of psychosis, such as delusions (it may include delusions of grandeur and paranoid delusions), hallucinations, fragmentation of behavior, and catatonia.

When referring to human behavior, the word mannerism has two primary senses; in its first sense, it is used to refer to a habitual behavior peculiar to a particular individual. In particular, the term refers to affected or exaggerated speech or actions. Often these mannerisms are subtle and subconscious. They may be expressed in body language, manner of speech, tone of voice, etc. Examples of mannerisms in this sense are twirling one's hair, tapping one's fingers, or making particular facial expressions. Sometimes they are signs of particular emotional states; for example, a person who is anxious may start walking back and forth. Some mannerisms of a person may be indicative of an attempt to call attention to themselves.

The term is also used in psychopathology, referring to forms of ritualistic behavior that become pathologically exaggerated, interfering with goal-directed activities. Mannerisms of this kind can manifest as repetitive gestures, facial expressions, vocalizations, or any number of other types of behavior. They are associated with both neurological and psychiatric disorders, with schizophrenic mannerisms in particular being the subject of some sparse systematic research. They should be distinguished from tics: the former are fluidly integrated into person's behavior, while tics are sudden, repetitive, and abrupt.

Affective forecasting, also known as hedonic forecasting or the hedonic forecasting mechanism, is the prediction of one's affect (emotional state) in the future. As a process that influences preferences, decisions, and behavior, affective forecasting is studied by both psychologists and economists, with broad applications.

The Journal of Experimental Social Psychology is a peer-reviewed academic journal covering social psychology. It is published by Elsevier on behalf of the Society of Experimental Social Psychology (SESP). According to the Journal Citation Reports, the journal has a 2021 impact factor of 3.532.

The journal publishes original empirical papers on subjects including social cognition, attitudes, group behaviour, social influence, intergroup relations, self and identity, nonverbal communication, and social psychological aspects of affect and emotion.