Emotion as a Process: Appraisal, Emotion, and Coping Patterns Across Time

The literatures on emotion, stress, and coping have yet to merge and foster an understanding of adaptation, from cognitive appraisal to emotion to coping. Here we examined relationships between these constructs across a college semester. In Study 1, we surveyed 89 students on their appraisals and emotions before and after exams in an introductory chemistry course. Perceived difficulty was greater before exams, whereas accommodative coping potential was greater after receiving exam grades. In parallel with these changes in appraisal, fluctuations in challenge/determination, tranquility, and anxiety/fear occurred across time. We extended these findings in Study 2 by additionally assessing coping among 119 students in an introductory psychology course. Determination correlated with the use of engagementrelated coping strategies, whereas sadness/resignation was associated with decreased engagement-related coping. The present studies clarify how appraisal, emotion, and coping unfold and relate to each other across time, while also providing unique profiles of appraisal and coping for distinct negative and positive emotions.