Determinants of Emotional Experiences in Traffic Situations ... - OPUS

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The Emotional Spectrum in Traffic Situation 50! everyday rush hour (Shinar, 1998). This could have implications for driving behaviour: firstly, more risky and aggressive actions might be triggered due to more intense anger (Björklund, 2008; Deffenbacher et al., 2003; Parker et al., 2002). Secondly, courteous and cooperative behaviour on the road is shown to be less likely because of the lack of positive emotions (Frederikson, 1998; Isen, 1987; Oatley & Jenkins, 1996). The online questionnaire in the first study successfully scripted various traffic situations and elicited a wide range of emotions. Due to the conclusions drawn from the first study, a second one was conducted. Here our goal was to validate the findings from the first study, increase the goalcongruence contrast and widen the scope of emotions with new situational factors. 2.3 Study 2 The second study concentrated anew on the diversification of the blame-factor. The first study laid emphasis on external accountability (other-blame vs. circumstance-blame) but the actions of the driver have to be taken into account (self-blame), too, because he can also affect a traffic situation. Slowing down in order to let another vehicle into the lane or hindering other cars by braking severely when looking for a place to park are two such interactions in traffic situations. Therefore, the situational factors were redesigned and a wider range of blame-attributes was included to take self-blame into account. Drivers’ actions can be differentiated into two groups: participants’ actions have an effect on the outcome for other drivers (the opposite of other-blame) and participants’ actions have foremost an effect on the outcome for themselves. In the first case, the traffic situation and goals of another driver are directly influenced by the participants’ behaviour. In the second case another driver is not directly involved; the participant only influences his own situation. This new blame perspective shifts the emotional object away from other drivers or the circumstances to the individual himself. According to the appraisal framework of emotions (Lazarus, 1991, Smith & Lazarus, 1993), this change of the object can help to elicit a new set of emotions and make others unimportant. When an individual is able to influence the goals of others in a negative (or positive) way, emotions such as guilt and shame (or pride and satisfaction) might be stronger (Tangney, 1991; 2002). The goal relevance factor (Cnossen, 2001; Fairclough et al., 2006) as described in the first study, as well as the goal congruency principle (Smith & Lazarus, 1993) with promoted and blocked goals, were employed again and completed the factorial structure. The impacts of those factors on reported emotions were to be tested with new situations and a revised edition of the Geneva Emotion Wheel.
51 The Emotional Spectrum in Traffic Situation Five hypotheses focusing on the impact of certain factorial combinations on reported emotions were drawn. The first three (H1-H3) were intended to validate the outcomes of the preceding study, the latter two (H4 and H5) tested assumptions with a focus on the new blame attributes (Table 6). Table 6: Hypotheses and affected appraisal dimensions in study 2 # Description Goal Congruence Goal Relevance Blame H1 In goal blocking situations anger occurs more intensively when goals are blocked by another driver/person than in situations where the circumstances are responsible for the negative outcome. Blocked Any Other Driver H2 In goal blocking situations anxiety occurs more intensively when safety related goals are blocked by generic circumstances than in situations where another driver or self directed actions are responsible for the negative safetyrelated outcome. Blocked Safety Circumstance H3 In goal promoting situations positive emotions are more intensive than in goal blocking situations. Promoted Any Any H4 In goal promoting situations pride occurs more intensively when the participant himself is responsible for the promotion of his goals or those of other drivers than in situations where he is not directly responsible for the positive outcome. Promoted Any Participant influences own goals Participant influences goals of others H5 In goal blocking situations guilt and shame occur more intensely when the participant himself is responsible for blocking other drivers’ goals than in situations where he is not directly responsible for the negative outcome. Blocked Any Participant influences goals of others 2.3.1 Method 2.3.1.1 Stimulus Material, Experimental Measures and Procedure In contrast to the first study, the traffic situations described were no longer limited to a few basic scenarios. Study one used four different traffic situations each with two outcomes (one goal blocking, !
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Page 3 and 4: Acknowledgements I would like to th
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127 General Conclusion impact is si
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