ORCID Profile
0000-0002-0057-0949
Current Organisation
UNSW Sydney
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Publisher: American Psychological Association (APA)
Date: 10-2022
DOI: 10.1037/EMO0000984
Abstract: Threat-based awe, or threat-awe, has been conceptualized as a fear-centric, negative-valenced variant of awe, although awe is a positive emotion embodying wonder and amazement. This research, however, argues that threat-awe is a mixed emotion rather than a negatively valenced subaspect of awe. We tested this conceptualization using two methodologies: (a) the theoretical framework of cognitive appraisals and (b) measures of ambivalence (an emotion co-occurrence index of bivalence, the Evaluative Space Grid, and a four-item scale to measure mixed emotions). Five studies (N = 1,140) compared threat-awe's appraisal profile and valence perceptions to univalenced, positive (awe, pride, happiness) and negative (fear) emotions. Research suggests that appraisal profiles of mixed emotions are close to their component emotions but distinct on certain appraisal dimensions. The empirical measures of valence demonstrate that threat-awe is felt as awe and fear in concert. Further, in terms of appraisals, threat-awe's appraisal profile is distinct from awe and fear on the dimensions of vastness, pleasantness, and situational control. Together, the two approaches-cognitive appraisals and measures of valence-provide convergent evidence that threat-awe is a mixed emotion. In conceptually clarifying threat-awe, we contribute to the nascent literature on mixed emotions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Publisher: Oxford University Press (OUP)
Date: 06-2011
DOI: 10.1086/657605
Publisher: SAGE Publications
Date: 08-2013
DOI: 10.1509/JMR.10.0390
Abstract: A recent meta-analysis has found that an increase in the size of an assortment has no reliable impact on choice difficulty. Building on a fundamental property of cognition, the authors investigate the link between mental representation and the choice overload effect based on the size of the assortment. They propose that the mental representation of a large assortment changes the perceived similarity of the assortment and consequently affects the degree of choice difficulty. Specifically, when choosing from a large assortment, consumers with an abstract representation perceive the options in the assortment as being more similar and accordingly experience less choice difficulty than those with a concrete representation of the assortment. The authors discuss theoretical and practical implications of the findings.
Publisher: Springer International Publishing
Date: 02-12-2016
Publisher: SAGE Publications
Date: 10-2021
DOI: 10.1177/00222437211033179
Abstract: Despite marketers’ efforts to make consumers feel attractive in many sales and advertising contexts, little is known about how consumers’ self-perceived physical attractiveness influences their decision making. The authors examine whether a boost in consumers’ self-perceived attractiveness influences subsequent choices in domains unrelated to beauty. Across six studies, the authors find converging evidence that a boost in consumers’ self-perceived attractiveness enhances their general self-confidence and reduces preference uncertainty, resulting in less reliance on the choice context and thus fewer choices of compromise, all-average, and default options. The findings further show that consumers use self-confidence as metacognitive information for inferring preference uncertainty in subsequent decisions. This process is a misattribution that can be attenuated when consumers attribute their self-confidence to the self-perceived attractiveness. The article concludes with a discussion of theoretical and managerial implications.
Publisher: IntechOpen
Date: 15-03-2023
DOI: 10.5772/INTECHOPEN.1001282
Abstract: Globally, in iduals' access to the Internet and digital device has increased. Therefore, MOOCs have been accessible to a wide range of learners with an opportunity to acquire new competencies and knowledge. Contemporary research on the digital ide suggests that increasing access to the Internet and device does not imply that the digital ide has been bridged. The concept of the digital ide went beyond physical access gaps to multilevel disparities such as skill gaps and gain gaps. Nonetheless, MOOCs have the potential to bridge the multilevel digital ide by offering free-of-cost digital skill learning opportunities and enhancing in iduals' capability to gain offline benefits from online knowledge. This chapter discusses how MOOCs can contribute to bridging the multilevel digital ide. Besides, the chapter will discuss digital accessibility issues to facilitate people with disabilities. The accessibility issues can hinder them from accessing MOOCs despite having substantial access to the Internet and devices, resulting in digital inequalities. This chapter will provide guidelines to promote learning equity through MOOCs.
Publisher: Informa UK Limited
Date: 10-01-2023
No related grants have been discovered for Veronica zixi Jiang.