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The Influence of Cognition on Affect

Cognition plays a pivotal role in shaping emotional experiences, as demonstrated by Schachter and Singer’s two-factor theory of emotion. According to this model, emotion arises from a combination of physiological arousal and cognitive interpretation. The body’s physiological response to stimuli is ambiguous and only gains emotional significance through cognitive labeling. For instance, an increased heart rate and adrenaline surge while standing near an attractive person may be interpreted as...
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Related Experiment Video

Updated: Jun 21, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

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An experience sampling study of learning, affect, and the demands control support model.

Kevin Daniels1, Grahame Boocock, Jane Glover

  • 1Loughborough University, Leicestershire, UK. k.j.daniels@lboro.ac.uk

The Journal of Applied Psychology
|July 15, 2009
PubMed
Summary

Job control and social support help workers solve problems, leading to learning and improved well-being. How individuals use these resources impacts organizational and personal outcomes.

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Area of Science:

  • Organizational Psychology
  • Occupational Health Psychology
  • Behavioral Science

Background:

  • The demands-control-support model posits that job control and social support facilitate problem-solving.
  • Problem-solving is theorized to enhance learning and employee well-being, including affect.
  • Understanding the mechanisms linking these factors is crucial for workplace interventions.

Purpose of the Study:

  • To investigate how job control and social support are utilized for problem-solving.
  • To examine the mediating role of learning in the relationship between problem-solving strategies and affective well-being.
  • To explore the association between using control and support for problem-solving and organizational/individual outcomes.

Main Methods:

  • Two samples (N=78, N=106) provided data multiple times daily for up to 5 workdays.
  • Job control use was measured by changes in work activities for problem-solving.
  • Social support use was measured by discussions about problems to find solutions.

Main Results:

  • Learning mediated the link between using job control (changing work activities) and positive affect.
  • Learning also mediated the link between using social support (discussing problems) and positive affect.
  • The way individuals employed control and support for problem-solving related to learning and affective well-being.

Conclusions:

  • The study highlights the importance of how employees leverage job control and social support.
  • Learning acts as a key mediator, translating problem-solving efforts into enhanced affective well-being.
  • These findings underscore the interconnectedness of workplace demands, individual coping strategies, and psychological outcomes.