LEADER 01176nam0 2200301 i 450 001 SUN0019617 005 20090909120000.0 100 $a20040713d1973 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aˆL'‰evoluzione psicologica del bambino$fHenri Wallon 205 $a2. ed 210 $aTorino$cBoringhieri$d1973 215 $a218 p.$d21 cm. - Trad. di Maria Venturini. 454 1$1001SUN0078162$12001 $aˆL' ‰evolution psycologique de l'enfant$91400291 606 $aFanciulli$xSviluppo psichico$2FI$3SUNC008194 620 $dTorino$3SUNL000001 676 $a155.4$v21 700 1$aWallon$b, Henri$3SUNV015778$0159607 702 1$aVenturini$b, Maria$3SUNV015779 712 $aBoringhieri$3SUNV001017$4650 801 $aIT$bSOL$c20181109$gRICA 912 $aSUN0019617 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI PSICOLOGIA$d16 CONS 804 $e16 VS 2270 995 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI PSICOLOGIA$bIT-CE0119$gVS$h2270$kCONS 804$oc$qa 996 $aEvolution psycologique de l'enfant$91400291 997 $aUNICAMPANIA LEADER 00859nam0-2200265 --450 001 9910854691403321 005 20240531162425.0 100 $a20240531d1958----kmuy0itay5050 ba 101 0 $aeng 102 $aGB 105 $a 001yy 200 1 $aBibliography of food$ea select international bibliography of nutrition, food and beverage technology and distribution, 1936-56$fE. Alan Baker, D. J. Foskett 210 $aLondon$cButterworths Scientific Publications$d1958 215 $aXII, 331 p.$d26 cm 610 0 $aAlimenti 676 $a641.3$v23$zita 700 1$aBaker,$bEdward Alan$01738969 701 1$aFoskett,$bDouglas John$0289899 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910854691403321 952 $aA MIC 1724$b8506/2024$fFAGBC 959 $aFAGBC 996 $aBibliography of food$94162096 997 $aUNINA LEADER 04433nam 2200457z- 450 001 9910261142603321 005 20210211 035 $a(CKB)4100000002484666 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/49596 035 $a(oapen)doab49596 035 $a(EXLCZ)994100000002484666 100 $a20202102d2017 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHow Do Emotions and Feelings Regulate Physical Activity? 210 $cFrontiers Media SA$d2017 215 $a1 online resource (149 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88945-271-9 330 $aUp to date the scientific discussion about how frequency and regularity of physical activity can be increased is dominated by social-cognitive models. However, increasing evidence suggests that emotions and feelings have greater influence on physical activity than originally assumed (Rhodes, Fiala, & Conner, 2009). Generally speaking, humans possess an evaluative system with a basic action tendency to approach pleasurable events and to avoid aversive ones (Cacioppo & Berntson, 1999). Evaluative responses to a behavior and associated emotional states may influence a decision regarding whether or not to repeat being physically active. Generally, behavior associated with positive evaluations has a higher probability of being repeated than behaviors without such an association. On the contrary, an association with negative evaluations tends to decrease the probability of repeating to be physically active. Hence, evaluative responses to physical activity or the related situation can be an important aspect in the process of physical activity maintenance (McAuley et al., 2007). Several social-cognitive models of behavior change and maintenance were recently extended to take the influence of affective responses into account, in a way that variables already included in the models (e.g. outcome expectancies or attitudes) were more clearly articulated into their cognitive and affective components. For example, with regard to Social Cognitive Theory, Gellert, Ziegelmann and Schwarzer (2012) proposed to distinguish between affective and health-related outcome expectancies, and in the Theory of Planned Behavior, researchers suggested to differentiate between cognitive and affective attitudes (Lawton, Conner, & McEachan, 2009). The results of these and other studies suggest that affective components make a unique contribution to the explanation of the physical activity behavior (Brand, 2006). Other examples come from social cognition research, where it was shown that automatic evaluative responses are part of our everyday life and that they decisively influence health behavior (Hofmann, Friese, & Wiers, 2008). Accordingly, there is evidence that people who exercise regulary hold more positive automatic evaluations with exercise than non-exercisers (Bluemke, Brand, Schweizer, & Kahlert, 2010). Although significant progress has been made in showing that evaluative responses to physical activity and associated emotional states are important predictors of physical activity underlying psychological processes are far from being fully understood. Some important issues still remain to be resolved. Which role play affective states compared to concrete emotions when influencing physical activity? How do affective states and emotions interact with cognitive variables such as intentions? Are evaluative processes before, during or after physical activity important to predict future physical activity? Do negative and positive evaluations interact antagonistically or rather synergistically when physical activity as a new behavior shall be adopted? Future research will help us to resolve these and a lot of other so far unresolved issues. 606 $aPsychology$2bicssc 610 $aaffect 610 $aautomatic evaluation 610 $aemotions 610 $aenjoyment 610 $aexercise 610 $afeelings 610 $aimplicit 610 $amood 610 $aphysical activity 610 $aregulation 615 7$aPsychology 700 $aRalf Brand$4auth$01277560 702 $aDarko Jekauc$4auth 906 $aBOOK 912 $a9910261142603321 996 $aHow Do Emotions and Feelings Regulate Physical Activity$93011661 997 $aUNINA