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Linking thoughts to feelings: Investigating cognitive appraisals and consumption emotions in a mixed-emotions context

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Abstract

While emotions have been shown to have significant influence on various consumer behaviors, the cognitive appraisals linked to consumption emotions have not been fully explored. This research investigates how individuals' cognitive interpretations of situations correspond to the emotions they experience in these contexts. Using analysis of variance and multiple discriminant analysis, our results show a systematic relationship between cognitive appraisals and 10 consumption emotions. The author's findings offer theoretical insights into these consumption emotions, the appraisal/consumption emotion correspondence, basisversus subordinate-level category differences in emotions, and mixed consumption emotions. The findings provide a practical framework for academics and practitioners interested in better understanding and managing consumption emotions.

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Julie A. Ruth (Ph.D., University of Michigan) is an assistant professor of marketing in the School of Business—Camden at Rutgers University. Her research interests include affect and emotions, consumer relationships, and consumer response to brand strategies such as brand alliances and sponsorships.

Frédéric F. Brunel (Ph.D., University of Washington) is an assistant professor of marketing in the School of Management at Boston University. His research interests include consumer perceptions of product design and aesthetics, consumer attitude and affect, and gender and sociocultural issues in consumption.

Cele C. Otnes (Ph.D., University of Tennessee) is an associate professor of business administration in the College of Commerce and Business Administration at the University of Illinois, Urbana. Her research interests include consumer rituals, affect and consumer ambivalence, and gift exchange.

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Ruth, J.A., Brunel, F.F. & Otnes, C.C. Linking thoughts to feelings: Investigating cognitive appraisals and consumption emotions in a mixed-emotions context. J. of the Acad. Mark. Sci. 30, 44–58 (2002). https://doi.org/10.1177/03079459994317

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