Introduction
The term affective valence can be viewed and defined according to its ability to influence the thinking capability and the reaction towards the surrounding world. In addition to this, it is concerned with the speed the mind can visualize objects and be able to draw significant affective content of the same. The affective valence is divided into evasiveness and attractiveness of the particular event or object in discussion. Moreover, affective valence can also be used to describe specific emotions into a specific object of interest. The difference between affective valence and emotional valence does not exist. Affective valence is defined in relation to the emotional perspective and the intensity of attraction to an object.
In a general view, emotion can be viewed in a sense of one’s physical survival to the surrounding environment that he exists. The relationship between stimulus intensity and affective valence can be concluded as a direct proportional one. The stimulus intensity affects the emotions of an individual. The impact of negative feeling conditions is of great significant when studying the effects of emotions. Emotions comprises of cognitive interface that is directly affected by the intensity of the stimulus. In a previous research on the emotions of students towards their teacher’s constant pressure to studies, it showed that when the new program was induced into the classroom, it produced a corresponding studying effectiveness. Emotions are stimulus specific and they do affect and interrupt the goals of the students. In this view, stimulus intensity may affect the student’s performance either negatively or positively and in the end their general emotions and feelings as an outcome of the same. Specifically, the difference in class performance rise as a result of low emotional intensity due to the intense pressure from the people around the student or the favorability of the climatic condition around. In cases of negative perception on a certain stimulus, it would affect the emotions of the students hence the results.
In most cases, emotions are linked to the previous experience towards certain objects. In a specific example, when a student fails in a certain specific subject in concern, he will develop a negative feeling and affect his behaviors in return. The student may experience the same in the next examination, hence frustration follows. The constant repetition of the same action affects an individual emotion and therefore may affect his psychological being. The student experienced what may be termed as a complexity of emotions. The outcome of this may be negative perception on the subject of discussion and hence a negative feeling may be developed and thus affecting the behavior of the same.
In a study conducted on two students, it showed that a positive valence produced a corresponding positive effect on the same. The four students were taken to a new school and their behaviors were observed in a close range. The study showed that the behaviors of the students were greatly affected both negatively and politely. Their general interaction between themselves increased when compared to the time when they were in their former school. The essence of closeness due to the isolated environment was enhanced and their behavior towards the new teachers was changed.
In a concluding remark, affective valence may vary from positive to negative and personal arousal may vary from a low esteemed arousal to a high esteemed arousal. These emotional dimensions may affect the behavior of an individual either negatively or positively depending on the position of an individual in relation to the current stimulus of the same. The behavior of an individual is affected by the complexity and stimulus arousal. In addition to this, the past experience plays a major role in shaping and determining the outcome of an individual’s reaction.
