Reexamining Fear Appeal Models from Cognitive Appraisal Theory and Functional Emotion Theory Perspectives

Recognizing inconsistencies between the extant fear appeal theories and emotion literature, this research integrated cognitive appraisal theory and functional emotion theory into a fear appeal literature and proposed a model that describes a process through which both fear and anxiety can contribute to adaptive responses. Findings from an experiment (N = 927) supported the predictions. Fear and anxiety emerged as distinct constructs. Perceived susceptibility was a stronger predictor of anxiety than fear, while perceived severity was a stronger predictor of fear than anxiety. In addition, greater fear and anxiety led to greater response efficacy through increased motivation to obtain protection-related information and heightened attention to such information, thus mediating the threat and coping appraisal processes. The SEM model testing the predictions showed that perceived susceptibility had the strongest total effects on protection intention, followed by anxiety, perceived severity, and fear.     

Childhood fears among children who are blind: the perspective of teachers who are blind

The aim of this study was to investigate childhood fears in children who are blind from the perspective of teachers who are blind. The study was conducted in Jordan. Forty-six teachers were interviewed. Results revealed that the main fear content in children who are blind includes fear of the unknown; environment-, transportation- and people-related fear; and fear of animals. The teachers reported that the reasons for fear in children with visual impairment include child-related reasons (internal reasons), lack of training (hearing, social skills, orientation and mobility [O&M] and tactile training), family factors and an unsuitable physical environment. O&M training, independence training, family counselling and environment adaptation were reported to be the best procedures to deal with fear in these children. Recommendations are provided in the light of the study.     

论卡夫卡《地洞》的存在之“在”

《地洞》是典型的"卡夫卡式"小说,其结尾的"未完成"给后人留下了意义的无解性和阐释的多义性。小说给人一种庸人自扰之感,实则反映的是现代人的普遍境遇:孤独自闭、恐惧担忧、没有安全感以及对安全感的渴望。通篇采用了自叙自白的方式,通过假想的"异己"力量深刻剖析了地洞主人公的恐惧心理,客观上反映了存在主义"在"的"澄明"境界,揭露了人类"向死而生"的普遍本真状态。     

浅析跨栏畏惧心理的成因及对策

通过分析影响跨栏跑身体素质,学习动机,意志品德,教学手段和方法,生理方面的几方面的原因,找出解决这些成因的办法,从而更好地掌握动作技术和提高学习效率。     

优化课堂教学 减轻学习负担

针对在校学生普遍存在学习心理负担较重的特点,如果教师的教学方法单一,不注重激发学生学习的积极性,学生学习心理负担必然加重,教学效果也就不尽人意。因此,如何减轻学生学习心理负担,已成为教师备课的重点。旨从优化课堂教学入手,探讨如何减轻学生学习的心理负担。     

Socio-structural intergroup characteristics and group-based emotions in three countries

Participants from three countries (United States, India, and Bulgaria) rated the socio-structural context between their nation and China. We explored the relationship between the components of the intergroup context (permeability, stability, and legitimacy) and five group-based emotions (happiness, fear, contempt, jealousy, and disgust) across these three international relationships. Overall, the results showed that socio-structural intergroup characteristics interact to differentially influence the intensity of reported group-based emotions. The intensity and predictors of each group-based emotion were also found to differ for each country. Together, these results show that simultaneously examining different socio-structural variables yields a more nuanced understanding of the relationship between the intergroup context and the emotions derived from group membership.     

青少年跨栏初学者恐惧心理初探

针对在教学过程中青少年在学习跨栏时经常出现恐惧心理,形成心理障碍以致不能学习跨栏技能的问题,本文从青少年的心理特点出发,分析青少年跨栏初学者产生恐惧心理的原因,并提出如下建议:教师可以在教学中通过培养学生学习动机、合理安排教学进度、根据学生自身状况制定教学目标等方法,让学生能够克服心理障碍,全身心的投入到技能学习中。另外,教师除了对学生进行技能培养外,还应该注意学生意志品格的培养。     

Handling pressures: analysing touch in American films about youth sport

This paper examines how films produced in the USA in the past 10 years and featuring the coaching of youth sport, represent the issue of touch during instruction and training. Touch in such films is figured in diverse ways ranging from pats of reassurance and hugs of congratulation to cuffs of disapprobation. Touch is also occasionally depicted differently, dependent upon the ethnicity and gender of the central characters in specific films. These distinctions are evaluated for what they reveal about the nuances of understandings of touch in film portrayals of sport education in American high schools. The difficulty of interpreting physical contact between coaches and athletes in these films, and what this reveals about the problem of policing touch in general in educational settings, is explored. Finally, the paper examines how the films expose the intricacy of tactile encounters in ways that challenge the judiciousness of risk-averse ‘no-touch’ policies and practices in sports coaching.     

Fear appeal messages affect accessibility of attitudes toward the threat and adaptive behaviors

Fear appeals have long been used in persuasive messages to motivate people to perform adaptive behaviors. This research explored the influence of a fear appeal message concerning breast cancer on attitude accessibility. Messages advocating the efficacy of breast self‐examinations increased the accessibility of attitudes toward the adaptive behavior. Further, the accessibility of participants' attitudes toward the adaptive behavior predicted behavioral intentions to perform breast self‐examinations. Attitudes toward the threat became less accessible after exposure to a high fear‐arousing message, however. Analyses suggest that defensive reactions to the fear‐inducing message mediate the influence of the message on the accessibility of the attitudes toward breast cancer. Implications of these findings for models of fear appeals are discussed.     

The Importance of Being Colorful and Able to Fly: Interpretation and implications of children's statements on selected insects and other invertebrates

Children have served as research subjects in several surveys on attitudes to insects and invertebrates. Most of the studies have used quantitative scoring methods to draw conclusions. This paper takes a different approach as it analyzes children's free-text comments to gain an understanding of their viewpoints. A total of 246 children aged 9–13 completed a standard questionnaire regarding their attitudes toward 18 invertebrates indigenous to Switzerland. Fourteen insect species and four other invertebrates were individually presented in a color photograph without any further background information. The children were given the opportunity to provide comments on each animal to explain the attitude score they had awarded. Nearly 5,000 comments were coded and categorized into 7 positive and 9 negative categories. A significant correlation between fear and disgust was not detected. Based on a hierarchical cluster analysis, we concluded that flying in the air versus crawling on the ground was a major differentiator for attitude and underlying reasons, only being trumped by the fear of getting stung. The visualization of our findings in a cluster heat map provided further insights into shared statement categories by species. Our analysis establishes that fear and disgust are separate emotions with regard to insects and other invertebrates. Based on our findings, we believe that prejudice-based fear and culturally evolved revulsion can be overcome. We suggest promoting environmental education programs, especially if they allow for personal experience, provide information in emotion-activating formats, and include content that resolves existing misinformation and myths.