情绪对股票投资收益及后续投资决策的影响

金融学视角的研究使用市场变量代表投资者情绪,未能触及情绪本质.从心理学视角出发,使用行为金融实验方法,研究股票投资者的真实情绪对收益率及后续决策风险偏好的影响.结果发现:1)股价单边下跌时,产生适度消极情绪的个体收益最高.2)对于后续盈利情境的决策,前期产生积极情绪的个体倾向于规避风险,产生消极情绪的个体倾向于寻求风险;对于后续亏损情境的决策,个体均表现为寻求风险.3)股价单边上涨或下跌时,个体最容易出现的具体情绪分别是"倍受鼓舞"、"内疚"等.     

产品消费情绪与购后行为关系的实证研究

消费情绪对购后行为有重要的作用,在产品消费中,以往研究主要针对产品属性和商店环境引发的消费情绪与满意的关系,本文作者在文献回顾的基础上,对由广告、消费促进和公共关系等其他营销者可控因素引发的消费情绪与购后行为的关系进行了定量研究,结果表明:由这些因素引发的消费情绪对满意有直接影响,并通过满意间接影响重购意向;对口传行为既有直接影响,也有间接影响,作者最后提出了本研究对管理实践的启示,研究的局限之处及未来的研究方向.     

自然灾害情境下的终端供电设施应急抢修决策规划

自然灾害情境造成部分决策信息模糊和应急决策者的消极情绪。考虑消极情绪在自然灾害应急决策的影响,构建了考虑情绪下的前景理论的价值函数。运用反函数原理,根据应急决策者对模糊信息的心理感知价值,构建了其实际值的估计函数,用于解决决策信息模糊下的终端供电设施应急抢修决策规划问题,提出了相应的决策模型和求解算法。采用自主开发的在线实验系统,完成了信息模糊下的电网应急抢修决策实验,验证了决策模型和消极情绪下基于决策者心理感知对模糊信息估值方法的有效性。     

“三合一”仪器分析平台的建设

立足于现有分析仪器,通过建立“三合一”仪器分析平台,将学生实习、教师科研、企业检测等3方面需求结合起来。仪器分析平台以“准专业化”方式运作,具有如下功能:(1)增加了学生实习时间和就业机会;(2)改善了教师科研条件,缓解了实验压力;(3)为本地小微企业提供了就近的检测服务;(4)为学校和企业提供了技术合作平台。     

Satisfying moments during the transition-to-proof: Characteristics of moments of significant positive emotion

There is an increasing acknowledgment of the importance of student affect on mathematics learning. Our understanding of emotions is underexamined in comparison to affect of longer duration, e.g. attitudes and beliefs. Yet, it is short-term, in-the-moment affect such as emotion, occurring in real-time, that is malleable by instruction. Across a series of four semi-structured interviews, undergraduate students enrolled in a transition-to-proof course shared their satisfying moments, experiences characterized by significant positive emotion. An expansive range of characteristics of satisfying moments emerged across the overarching categories of accomplishments, sense-making, properties of mathematics, and interactions with people. Satisfying moments tended to exhibit multiple characteristics, but a small set of characteristics were present across many moments: understanding, overcoming challenges, and accomplishments without struggle. Through understanding what elicits satisfaction in mathematics, we can more precisely build learning opportunities that provide positive mathematical experiences to students.     

娱乐体验中情感因素对购物中心魅力度的影响

本研究基于Mehrabian-Russell模型,构建了购物者娱乐体验、消费者情感和商业集聚魅力度的关系模型。在购物中心娱乐设施旁拦截访问获取数据,SEM分析表明,娱乐体验对消费者情感和魅力度有正向影响,消费者情感的各维度对魅力度的影响各不相同,其中,愉快可以提升购物者的停留意愿和再惠顾意向;唤醒可以提升购物者的停留意愿,但不能带来购物者的再惠顾意向;控制不能提升购物者的停留意愿,但可以带来更多的再惠顾。这些效应将为设置不同的环境刺激来操纵购物者情感进而提升其魅力度提供理论支持。     

High school students' emotional experiences in mathematics classes

The aim of this qualitative research is to identify Mexican high school students' emotional experiences in mathematics classes. In order to obtain the data, focus group interviews were carried out with 22 students. The data analysis is based on the theory of the cognitive structure of emotions, which specifies the eliciting conditions for each emotion and the variables that affect the intensity of each emotion. The participant students' emotional experiences in mathematics classes are composed of: (1) satisfaction and disappointment while solving a problem; (2) joy or distress when taking a test; (3) fear and relief during classes; (4) pride and self-reproach during classes; and (5) boredom and interest during classes. Finally, we discuss how the theory of the cognitive structure of emotions and our analysis contribute to emotion research in mathematics education.     

Informed integration of IWB technology,incorporated with exposure to varied mathematics problem-solving skills: its effect on students’ real-time emotions

Technology has an inseparable role in contemporary educational systems. Recent demands consider its informed integration in classrooms. The current study aims to investigate whether informed use of Interactive Whiteboard (IWB) technologies affects students’ real-time emotions in mathematics classes, through an integrative research model that combines two components: varying levels of technology integration and varied levels of problem-solving skills. Participants included 64 sixth-grade students who were assigned to one of two comparison groups who have been progressively exposed to different implementations of the research model. The study used a real-time judgment of emotions scale, and a reflective questionnaire. Findings indicate that when being exposed to informed IWB integration, more positive emotions arose in real-time during learning; specifically, toward understanding-performance, and when being required to demonstrate applying problem-solving skills. The study provides a holistic view that reinforces the interplay between the two components of the integrative research model, particularly as it supports the advantage of an informed IWB technology integration in a way that most successfully incorporated with the cognitive demand required from students.