![]() 2 Reason Some People Respond Differently to Stimuli- Lazarus Cognitive mediation theory.Classical Experiments Series: A Watchlist.Cognitive Psychology : Advances And Application.INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY.TYBA Psychology (SPPU) Syllabus wise Notes.PSYCHOLOGY OF ABNORMAL BEHAVIOR-II – DSE-1B.SYBA Psychology (SPPU) Syllabus wise Notes.FYBA Psychology (SPPU) Syllabus wise Notes.Harm and Benefit Emotions across Three Stages This means that for some students, a B on the exam would cause harm emotions and for other students a B would cause benefit emotions. So, people who perceived their midterm exam was good – felt benefit emotions, while people who perceived their midterm grade was bad – felt harm emotions. Remember, harm and benefit emotions are based on people’s perceptions of the outcome. In fact, harm and benefit emotions were negatively correlated. These findings show that during the outcome stage, students experienced either harm OR benefit emotions. Harm and benefit emotions change over time because at each stage students receive more information about the outcome of the midterm exam – as their appraisals change, their emotions change. Harm and benefit emotions were lowest in the anticipatory stage, increased in the waiting stage, and further increased in the outcome stage. Copyright 1985 by the American Psychological Association.įigure 24 below shows how harm and benefit emotions change over time. Lazarus, 1985, Journal of Personality and Social Psychology, 48(1), p. Threat and Challenge Emotions across Three StagesĪdapted from “If it changes it must be a process: Study of emotion and coping during three stages of a college examination,” by S. In the anticipatory stage, 94% of students reported the simultaneous experience of challenge and threat emotions – which suggests that during the anticipatory stage people experience mixed positive and negative emotions! Why would this be? Well in the anticipatory stage people perceive that either a good or bad outcome could occur. Why? Well in the outcome stage participants now know their grade and they are no longer anticipating the outcome of the midterm. In the outcome stage, threat and challenge emotions have significantly decreased from the anticipatory stage. Results showed that students reported the highest levels of threat and challenge emotions in the anticipatory stage – when they were evaluating whether they have the resources to deal with the upcoming event. Harm and benefit appraisals are called outcome appraisals because the emotions are elicited based on whether the outcome was perceived as good or bad.ĭefinitions of Stress Appraisals from Folkman and Lazarus (1985) A table of Stress appraisal definitions AppraisalĪppraise the situation and determine we DO NOT possess the resources needed to successfully overcome the stressor.Īppraise the situation and determine we DO have the appropriate resources to successfully overcome the stressor.Īppraise the situation and we PERCEIVE the outcome was negativeĪngry, sad, disappointed, guilty, disgustedĪppraise the situation and we PERCEIVE the outcome was positive.įigure 23 shows how threat and challenge emotions changed across the three stages, while Figure 24 shows how harm and benefit emotions changed. Threat and challenge appraisals are called anticipatory appraisals because people are predicting or anticipating the outcome of an upcoming stressor. Table 11 displays the four cognitive appraisals, their definitions, corresponding emotions, and the scale range on which participants rated each group of emotions. Folkman and Lazarus hypothesized that the emotions participants reported would depend on whether they made one of four cognitive appraisals. Stages of Stress based on Folkman and Lazarus (1985) A table with 3 different stages and information about them Stageĭuring each of the stages, participants reported the extent to which they felt 15 different positive and negative emotions. Because Lazarus views stress as an unfolding process of emotions, he suggests that our emotions in each stage should be different because we will have different cognitive appraisals in each stage. The outcome stage is when students learn about their grade. The waiting stage occurs after students complete the exam and are waiting for the outcome – their grade! At this point, students should have a better idea about their exam performance compared to when they were in the anticipatory stage. ![]() During the anticipatory stage, students are preparing for the exam, but the actual exam is ambiguous – students do not know the difficulty or questions on the exam. ![]() ![]() In a classic study, Folkman and Lazarus (1985) assessed undergraduate students’ emotions at three time periods of a mid-term exam (see Table 10 below). Lazarus views stress as a process during which our interpretation of the event causes changes in our emotions.
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