The relations among prosocial behavior, hedonic, and eudaimonic well-being in everyday life.

INTRODUCTION: Existing research highlights the significance of prosocial behavior (voluntary, intentional behavior that results in benefits for another) to people's well-being. Yet, the extent to which this expected positive relation operates at the within-person level (e.g., is more prosocial behavior than usual related to a higher than usual level of well-being?) while taking into account stable interindividual differences, remains a research question that deserves further investigation. In this study, we aimed to explore the relations between prosocial behavior and hedonic (HWB; subjective assessment of life satisfaction and happiness) and eudaimonic (EWB; actualization of human potential in alignment with personal goals, including concepts like meaning in life and closeness to others) well-being in daily life. METHOD: Using ecological momentary assessment for 4 weeks, data were collected from two British samples, comprising 82 adolescents and 166 adults. RESULTS: Dynamic Structural Equation Modeling revealed a positive relations between prosocial behavior and HWB/EWB at both between and within-person levels across the samples. CONCLUSION: In summary, these findings further support the positive link between prosocial behavior and well-being in everyday life. Notably, this association was consistent across different age groups (adolescent and adults) at both between and within-person levels.

What do I want to feel? Emotion goals in childhood, adolescence, and adulthood.

Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018-2019 results of Studies 1 and 2 showed that children (N = 192, Mage  = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, Mage  = 12.96, 50% girls, 93% White) and adults (N = 195, Mage  = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.

The effect of face mask wearing on language processing and emotion recognition in young children.

Face mask wearing was an important preventative strategy for the transmission of the COVID-19 virus. However, the effects that occluding the mouth and nose area with surgical masks could have on young children's language processing and emotion recognition skills have received little investigation. To evaluate the possible effects, the current study recruited a sample of 74 children from the North West of England (aged 4-8 years). They completed two computer-based tasks with adults wearing or not wearing surgical face masks to assess (a) language processing skills and (b) emotion recognition ability. To control for individual differences, age, sex, receptive vocabulary, early reading skills, and parent-reported social-emotional competence were included in analyses. The findings from the study highlighted that although younger children were less accurate than older children, face masks did not significantly impair basic language processing ability. However, they had a significant effect on the children's emotion recognition accuracy-with masked angry faces more easily recognized and masked happy and sad faces less easily recognized. Children's age and social-emotional skills also played a role. The findings suggest that the effects of face masks should continue to be evaluated.

Ire and punishment: Incidental anger and costly punishment in children, adolescents, and adults.

Why do children, adolescents, and adults engage in costly punishment to sanction fairness violations? Two studies investigated the differential impact of incidental anger on the costly punishment of 8-year-olds, 13-year-olds, and adults. Focusing on experimentally manipulated incidental anger allows for a causal investigation as to whether and how anger affects costly punishment in these age groups in addition to other motives such as inequity aversion. Study 1 (N = 210) assessed the effect of incidental anger (vs. a neutral emotion) on second-party punishment, where punishers were direct victims of fairness violations. Study 2 (N = 208) examined third-party punishment, where the punisher was an observer unaffected by the violation. Across ages, incidental anger increased the second-party punishment of unequal offers but not equal offers. Thus, anger seems to play a causal role in the punishment of unfairness when fairness violations are self-relevant. As predicted, adults' third-party punishment of unequal offers was higher in the incidental anger condition than in the neutral emotion condition. Children's third-party punishment of unfairness was not affected by the emotion condition, but incidental anger increased adolescents' third-party punishment across offers. Overall, our data suggest that the association between anger and costly punishment is based on the self-relevance of the violation. In third-party situations, where unfairness does not affect the self, social-cognitive processes that develop well into adulthood, such as emotional appraisals, might be necessary for third parties to engage in costly punishment.

Coronashaming: interpersonal affect worsening in contexts of COVID-19 rule violations.

ABSTRACTExperiencing empathy for others has been linked to worsening others' feelings against their wishes. These paternalistic empathic goals have been theorised to happen at the dyad level when an agent aims to worsen a target's emotional state. They may also operate at a broader level when agents are third-party observers of COVID-19 lockdown rule violations. In these instances, agents can impact transgressors' affect engaging in Coronashaming. In three studies, we measured British people's (Ntotal = 767) vulnerability (Study 1), age (Studies 2 and 3), and empathy towards COVID-19 victims and presented them with different scenarios depicting a breach of lockdown rules to assess the emotions participants wanted to inflict in transgressor, the strategies used, and whether they wanted stricter rules to be enforced. Results confirmed shame as the emotion preferred to induce in violators, with this preference linked to higher use of engagement strategies (i.e. to make transgressors understand what they did wrong). Finally, empathy was positively linked to higher affect worsening and wanting stricter rules to be enforced. This suggests that empathy towards potential victims of COVID-19 rules violations can motivate people to worsen the feelings of transgressors.

The link between cognitive and affective empathy and interpersonal emotion regulation direction and strategies.

Interpersonal emotion regulation (ER) refers to the different processes aimed at changing the emotional states of others. Some authors have speculated about the pivotal role of empathy for interpersonal ER to happen. However, the very limited empirical evidence suggests that only cognitive empathy as opposed to affective empathy may be a necessary antecedent. As previous research only considered interpersonal affect improvement and showed mixed evidence for the regulation strategies, we aimed to address this gap in the current research. To that aim, 374 adults (M = 30.3 years, 249 female) reported their tendency to engage in cognitive (perspective-taking) and affective empathy (empathic concern and personal distress) as well as their tendency to improve and worsen others' mood, and to use different regulation strategies (situation modification, attention deployment, cognitive change, and modulation of the emotional response) to change others' feelings. Results of the regression analyses showed that while affect improvement was not significantly predicted by any of the empathy variables, affect worsening was positively predicted by personal distress. Concerning the regulation strategies, while cognitive change and situation modification were positively predicted by personal distress, attention deployment was positively predicted by perspective-taking. Overall, the obtained results highlight the need to further investigate the link between empathy and ER and to carefully consider the methods selected for that purpose.

How do I want to feel? The link between emotion goals and difficulties in emotion regulation in borderline personality disorder.

OBJECTIVES: Appropriate contextualized emotion goals (i.e., desired emotional endpoints that facilitate goal attainment) are fundamental to emotion regulation, as they may determine the direction of regulation efforts. Given that difficulties in emotion regulation are prevalent in borderline personality disorder (BPD), we explored whether BPD traits (Study 1) and BPD diagnosis (Study 2) presented specific contextualized emotion goals, and whether these emotion goals may be linked to difficulties in emotion regulation. METHODS: In Study 1, 358 individuals were recruited via Amazon Mechanical Turk and assessed on the presence of borderline traits, emotion regulation ability, and general and contextualized emotion goals. In Study 2, these measures were employed in a sample of 35 people with BPD and 35 matched controls who were also assessed on their current mood state and screened for Axis I and II disorders of the DSM-IV. RESULTS: Study 1 showed that emotion dysregulation was positively predicted by borderline traits and contextualized emotion goals that impair goal attainment (i.e., greater preference for anger for collaboration and happiness for confrontation). Findings of Study 2 also showed that a higher preference for happiness for confrontation was linked to higher emotion dysregulation in both individuals with BPD and controls. Furthermore, individuals with BPD reported a lower preference for happiness for collaboration than controls. CONCLUSIONS: These results support the importance of looking at emotion goals and its link with emotion dysregulation. Interventions targeting maladaptive contextualized goals may represent an important therapeutic window to enhance emotion regulation. PRACTITIONER POINTS: Clinical implications BPD individuals' emotion regulation is linked to maladaptive emotion goals. Helping people at risk to manipulate their emotion goals to be more context sensitive may enhance well-being and serve as a therapeutic tool in practice. Limitations The present research only considered the context of collaboration and confrontation, but other contexts more relevant for individuals with BPD (i.e., self-harm situations) might provide valuable information about their difficulties in emotion regulation. To study contextualized emotion goals in clinical populations, longitudinal rather than cross-sectional designs should be considered.

Emotional preferences and goals and emotion dysregulation in children with Asperger's syndrome and typically developing children.

OBJECTIVES: Emotion goals lie at the heart of emotion regulation, as people have to first decide what emotions they want to feel before engaging in emotion regulation. Given that children with Asperger's syndrome (AS) are characterized by exhibiting difficulties in emotion regulation, studying whether they display similar or different emotion goals compared to typically developing (TD) children may provide insightful information. METHODS: Thirty AS and 30 TD children (10-12 years) reported about their general (i.e., how they want to feel in general) and contextualized (i.e., how they want to feel when confronting vs. collaborating with someone) emotion goals, and about their difficulties in emotion regulation through questionnaires. RESULTS: Results showed that both groups did not differ in their general emotional goals and in their contextualized emotion goals for happiness for collaboration and anger for confrontation. AS children only differed from TD children in a higher preference for sadness for collaboration and happiness for confrontation. These emotion goals predicted their difficulties to engage in goal-directed behaviour. CONCLUSIONS: The obtained results support the need to further study emotion goals as an aspect of emotion dysregulation, namely the difficulties to engage in goal-directed behaviour when experiencing different emotions. PRACTITIONER POINTS: AS and TD children did not differ in their general emotion goals. AS and TD children did not vary in their preferences for happiness for collaboration and anger for confrontation. AS children only differed in a higher preference for sadness for collaboration and happiness for confrontation. Understanding emotion goals might help practitioners to develop better interventions.

Cruel to Be Kind: Factors Underlying Altruistic Efforts to Worsen Another Person's Mood.

When aiming to improve another person's long-term well-being, people may choose to induce a negative emotion in that person in the short term. We labeled this form of agent-target interpersonal emotion regulation altruistic affect worsening and hypothesized that it may happen when three conditions are met: (a) The agent experiences empathic concern for the target of the affect-worsening process, (b) the negative emotion to be induced helps the target achieve a goal (e.g., anger for confrontation or fear for avoidance), and (c) there is no benefit for the agent. This hypothesis was tested by manipulating perspective-taking instructions and the goal to be achieved while participants ( N = 140) played a computer-based video game. Participants following other-oriented perspective-taking instructions, compared with those following objective perspective-taking instructions, decided to induce more anger in a supposed fellow participant who was working to achieve a confrontation goal and to induce more fear in a supposed fellow participant who was working to achieve an avoidance goal.

Interpersonal emotion regulation in Asperger's syndrome and borderline personality disorder.

OBJECTIVES: Interpersonal emotion regulation (ER) plays a significant role in how individuals meet others' emotional needs and shape social interactions, as it is key to initiating and maintaining high-quality social relationships. Given that individuals with borderline personality disorder (BPD) or Asperger's syndrome (AS) exhibit problems in social interactions, the aim of this study was to examine their use of different interpersonal ER strategies compared to normative control participants. METHODS: Thirty individuals with AS, 30 with BPD, and 60 age-, gender-, and education-matched control participants completed a battery of measures to assess interpersonal ER, which assessed to what extent participants tended to engage in interpersonal affect improvement and worsening and to what extent they used different strategies. Before completing those measures, all groups were screened for disorders of Axis I and Axis II with the Structured Clinical Interview for DSM-IV Axis I and Axis II Disorders. RESULTS: Compared to controls, individuals with AS and with BPD engaged less in affect improvement. No differences were found for affect worsening. Individuals with AS reported to use less adaptive (attention deployment, cognitive change) and more maladaptive (expressive suppression) interpersonal ER strategies, compared to individuals with BPD and control participants who did not differ from each other. CONCLUSIONS: The obtained results suggest the need to develop tailored ER interventions for each of the clinical groups studied. Furthermore, they highlight the need to study further potential differences in intrapersonal and interpersonal ER in clinical populations. PRACTITIONER POINTS: Individuals with Asperger's syndrome (AS) and borderline personality disorder (BPD) engaged significantly less than healthy controls in interpersonal affect improvement. Individuals with BPD did not differ from healthy controls in the use of interpersonal strategies. Individuals with AS reported to use more maladaptive and less adaptive strategies than BPD individuals and healthy controls. Understanding differences in interpersonal emotion regulation in individuals with AS and with BPD and normative controls might help practitioners develop better interventions.

Can empathic concern be generalized from one person to others? Another positive side of the 'one-among-others' effect.

Previous research on the one-among-others effect has shown that inducing empathic concern towards a victim presented among other individuals in need enhances: (1) awareness of these others and (2) the willingness to help them individually. In this work, we test that these outcomes are linked by an additional process: the generalization of empathic concern felt for the victim towards the others in need. Study 1 revealed that inducing empathic concern for a victim presented as one-among-others led to see the others as separate and different individuals, not as a unitary group. Study 2 showed that the one-among-others presentation (vs. only-one-victim) increased empathic concern towards those presented along with the main victim. Study 3 showed that the one-among-others presentation (vs. a single-victim or a statistical presentation) increased the empathic concern felt for other individuals in need. Therefore, the one-among-others presentation does not weaken empathic concern but, instead, it leads to its generalization from one to others.

Parent-child discrepancies in the assessment of children's and adolescents' happiness.

In this study, we assessed parent-child agreement in the perception of children's general happiness or well-being in typically developing children (10- and 11-year-olds, n = 172) and adolescents (15- and 16-year-olds, n = 185). Despite parent and child reporters providing internally consistent responses in the General Happiness single-item scale and the Oxford Happiness Questionnaire-Short Form, their perceptions about children's and adolescents' general happiness did not correlate. Parents of 10- and 11-year-olds significantly overestimated children's happiness, supporting previous literature on the parents' positivity bias effect. However, parents of 15- and 16-year-olds showed the reverse pattern by underestimating adolescents' happiness. Furthermore, parents' self-reported happiness or well-being (reported 6 months later) significantly correlated with their estimations of children's and adolescents' happiness. Therefore, these results suggest a potential parents' "egocentric bias" when estimating their children's happiness. These findings are discussed in terms of their theoretical and applied implications for research into child-parent relationships.

Links between Child Shyness and Indices of Internalizing Problems during the COVID-19 Pandemic: The Protective Role of Positivity.

Shyness in childhood has been linked to socio-emotional difficulties such as anxiety, depression, and loneliness. On the contrary, positivity (i.e., a personal tendency to see oneself, life, and future in a positive light) has been described as a protective factor. Given the challenges experienced by children during the first wave of the COVID-19 pandemic (e.g., closure of school and confinement), we aimed to test the potential protective role of positivity and how it may link child shyness and indices of internalizing problems (i.e., anxiety, depression, loneliness) during the first wave of the pandemic. Participants were N = 236 children (Mage = 9.25 years, SD = 1.20) from Italy, Spain, and the United Kingdom, the three worst-hit countries in Europe when the data were collected (April-June, 2020). Children completed online self-evaluation scales to assess temperamental shyness, positivity, and indices of internalizing problems during the COVID-19 pandemic. Results from a multivariate regression analysis revealed significant interaction effects between shyness and positivity in the prediction of outcome variables. Follow-up simple slope analyses indicated that shyness was positively related to depression only among children with lower levels of positivity. The study highlights the role of children's positivity in buffering the pernicious link between shyness and their negative feelings during the pandemic. The practical implications of these findings are discussed.

Interpersonal emotion regulation in children: Age, gender, and cross-cultural differences using a serious game.

Interpersonal emotion regulation entails a wide array of strategies aimed at influencing others' emotions. Despite its importance for successful social interactions, only a few studies have evaluated interpersonal emotion regulation in children. In detail, the study of developmental changes in the use of emotion regulation strategies overlooked age, gender and cultural differences across different emotions. To address this gap, the present study used the serious game Emodiscovery, a simulation game targeted at 8-10-year-olds, which measures the strategies selected by children to improve the emotions of anger, sadness, and fear displayed by 3D virtual characters. One-hundred British (M = 9.10 years; 39% girls) and 108 Spanish (M = 9.04, 44% girls) 8-10-year-olds played 3 different levels or scenarios of the game. In each level, the character displayed a negative emotion (i.e., sadness, anger, and fear, respectively) and children were first asked to indicate what emotion the character was feeling and afterward to interact three times with the character to improve his or her mood. In each interaction, 4 possible regulation strategies (2 adaptive and 2 maladaptive) were displayed for children to select. Results showed that in the scenario where the character was displaying sadness, 8-year-olds chose significantly less adaptive strategies than 10-years-olds. In the scenario where the character was angry, boys who accurately recognized the emotion of anger chose more adaptive strategies than those who did not recognize the emotion. For the scenario depicting fear, boys chose less adaptive strategies than girls. The obtained results highlight the importance of looking at specific emotions when researching interpersonal emotion regulation. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

General and contextualized emotion goals and its link with well-being across late, middle, and young adulthood.

Prior research with young adults has shown how emotion goals (i.e., cognitive representations of preferred emotional states) can be instrumental (positive or negative) depending on the context and how this context sensitivity is linked to higher well-being. However, this research has overlooked older adults. We argue it is important looking at this age group as there is mixed evidence given that on one hand they have been described as exhibiting a positivity bias (hedonic orientation; preference for positive emotion goals), and on the other hand, being capable of suppressing this when it is adaptive to do so. Importantly, this bias towards positive emotion goals has been linked to better emotion regulation and higher well-being in older adults. In order to understand whether older adults can also exhibit instrumental emotion goals and whether this is linked to well-being, we conducted an exploratory study with older (N = 43, Mage  = 68.33), middle (N = 47, Mage  = 43.83), and young adults (N = 47; Mage  = 21.98) who reported about their general and contextual emotion goals (in collaboration and confrontation), their well-being, and their current positive and negative affect. Although older adults reported lower negative affect than young adults, there were no age differences for general and contextualized emotion goals. Across the three age groups, a higher preference for happiness in general and in collaboration was linked to higher well-being. The obtained results highlight the need to study emotion goals longitudinally to better understand their possible changes throughout the lifespan and their influence on well-being.

Five (plus or minus one): The point at which an assemblage of individuals is perceived as a single, unified group.

At what point is an assemblage of individuals perceived as a single, unified group? And how do demographic characteristics of these individuals influence perceptions of groupness? To answer these questions, we conducted four studies in which participants viewed sets of images that varied in the number of individuals depicted, and then identified the number of persons at which the assemblage was perceived to be a single, unified group. Across four studies, we manipulated the gender and race composition of the persons depicted. The results suggest that five (plus or minus one) people constitutes the point at which a collection of persons is perceived less like separate individuals and more like a single, unified group. However, the demographic complexity of the assemblage also influences perceived groupness. The number of individuals required to be perceived as a unified group is larger for diverse, compared to homogeneous, assemblages of individuals.

Measuring general dispositions to feeling empathy and distress.

The Vicarious Experience Scale (VES) is a new measure aimed at measuring the disposition to feeling empathy and personal distress. In Study 1, participants completed the VES along with the classic measure of Interpersonal Reactivity Index (IRI). In Studies 2 and 3, participants observed the case of a person in need and subsequently reported the elicited emotions of empathy and personal distress; participants filled in the VES either a few minutes later (Study 2) or three months before the presentation of the case (Study 3). The results supported both the convergent validity of the VES and its capacity in a specific situation.

Emotion Goals: What Do Sexual Offenders Want to Feel?

Sexual offenders typically experience more negative emotions and greater difficulties in regulating emotions than non-offenders. However, limited data exist on what sexual offenders want to feel (i.e., their emotion goals). Notably, emotion goals play a key role in emotion regulation and contribute to emotional experience. The present study tested whether sexual offenders (N = 31) reported higher scores for negative emotion goals and lower scores for positive emotion goals, compared with general offenders (N = 26) and non-offenders (N = 26). In addition, we tested whether sexual offenders differed from the other two groups in their perceived pleasantness and perceived utility of emotions. Sexual offenders reported greater scores for the emotion goal of sadness, and lower scores for the emotion goal of excitement, compared with both general offenders and non-offenders. State and trait levels of these emotions could not fully account for these differences. Furthermore, sexual offenders reported lower perceived pleasantness for sadness than general offenders and lower perceived pleasantness for excitement compared with both other groups. Finally, sexual offenders reported greater perceived utility of sadness than non-offenders. These novel findings and their implications for research and interventions are discussed in the context of sexual offenders' emotional dysfunction.

The Positivity Scale: Concurrent and Factorial Validity Across Late Childhood and Early Adolescence.

Despite the well-established protective functions of positivity (i.e., a dispositional self-evaluative tendency to view oneself, life, and future under a positive outlook) from middle adolescence to old age, its reliable assessment and contribution to a proper psychological functioning have received little attention during previous developmental phases. In this article, we aimed to evaluate the psychometric properties and construct validity of the eight-item Positivity Scale (P Scale; Caprara et al., 2012) during late childhood and early adolescence in a sample of British students (N = 742; 48% boys) from both primary (M age = 10.75, SD = 0.52) and secondary schools (M age = 13.38 years, SD = 0.94). First, results from confirmatory factor analysis (CFA) attested to the plausibility of the hypothesized 1-factor structure of the P Scale in a revised CFA model including the correlation between the residuals of two items similar in their wording. Next, we found evidence for strong (scalar) measurement invariance of the P Scale across late childhood and early adolescence as well as for its concurrent validity as indicated by expected relations of positivity to indicators of adjustment (i.e., prosocial behavior) and maladjustment (i.e., externalizing and internalizing problems). Overall, these findings support the concurrent and factorial validity of the P Scale as a short self-report instrument to measure children's tendency to view their experience from a positive stance. We discuss the implications of our results for improving the wording of the items composing P Scale as well as for understanding the dispositional mechanisms conducive to psychological health and wellbeing across late childhood and early adolescence.

Should I just listen to you or change your mind too? Target's perceived efficacy of agents' interpersonal affect improvement strategies.

People shape and influence others' emotions every day. If these attempts are perceived as successful, they may have a positive effect on people's relationships and well-being. Across two studies, targets' perceived efficacy of regulation strategies to improve their sadness and anxiety/stress has been investigated. In Study 1, participants (n = 120) were provided with two scenarios depicting sadness and anxiety/stress and asked to imagine themselves in these situations. Afterwards, they were provided with different regulation strategies and asked to rate their perceived efficacy to downregulate their sadness and anxiety. In Study 2, participants (n = 120) were asked to describe a situation where they felt sad and another one where they felt anxious. They were then provided with strategies aimed at reducing their sadness and anxiety. Results from both studies showed that whereas for sadness higher perceived efficacy was predicted by affective engagement, for anxiety/stress was predicted by cognitive engagement.