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Emotional choice theory subscribes to a definition of "emotion" as a "transient, partly biologically based, partly culturally conditioned response to a stimulus, which gives rise to a coordinated process including appraisals, feelings, bodily reactions, and expressive behavior, all of which prepare individuals to deal with the stimulus."
The PANAS for Children (PANAS-C) was developed in an attempt to differentiate the affective expressions of anxiety and depression in children. The tripartite model on which this measure is based suggests that high levels of negative affect is present in those with anxiety and depression, but high levels of positive affect is not shared between the two.
Using this model, they propose assessing individuals' differing levels of commitment with regard to tasks by measuring it on a scale of intent from motivation(an emotion) to volition (a decision). Discussions of impulse control (e.g., Kuhl and Heckhausen) and education (e.g., Corno), also make the motivation-volition distinction.
Utsāha is an essential factor in matters governing human thoughts and actions, and directs all human achievements because primarily it is the strength of will, firmness of resolve, energy and power, endurance and perseverance, and the joy and elation resulting from achievement of predetermined objectives.
Emotion is a “complex set of interrelated subevents concerned with a specific object”. [2] In other words, emotion is a physical compound constituted by a number of more basic ingredients. This view comes from the psychological constructionist tradition, a more recent and theoretically rich approach. [3]
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Broaden-and-build – Theory of positive emotions; Cardinal virtues – Virtues of mind and character; Flow – Full immersion in an activity; Happiness – Positive emotional state; Meaning of life – Philosophical and spiritual question; Positive psychology – Approach of psychological scientific study; Science of morality – Forms of ...
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