Protecting affective well-being is especially important for employees working in stressful settings. Building on the job characteristics model and the job demands–resources model, we analyzed the role of job demands and resources in predicting job-related affective well-being of emergency medical dispatchers (EMDs). We concentrated on quantitative workload as an important job demand, and job autonomy and performance feedback as job resources. We also tested the buffering effect of job resources on the relationship between job demands and job-related affective well-being. A sample of 335 EMDs from different Polish emergency dispatch centers, matching the population of EMDs in Poland, filled in a set of questionnaires. We applied multiple regression analysis to test the effects of job demands and resources on job-related affective well-being. We analyzed the interaction effects using the PROCESS macro. The results demonstrated that the higher the EMDs’ workload, the lower their job-related affective well-being. The opposite effect occurred for job resources: the higher the job autonomy and performance feedback, the higher the EMDs’ affective well-being. However, although these job resources are related positively to job-related affective well-being, they do not reduce the negative effect of quantitative workload. Efforts aimed at designing the work of medical emergency centers such that they offer EMDs access to feedback from managers and colleagues and autonomy at work, together with reducing their job overload are likely to facilitate job-related affective well-being in EMDs. Experiences of high workload are not easily balanced by access to more job resources.

Current research reveals an important role of cognitive strategies in the development of the ability to recognize emotions in persons with autism spectrum disorder (ASD). Therefore, a closer look at the relationship between emotion recognition deficits in that group and the underlying sensory integration processes may prove relevant for explaining the origins of this deficit. In order to verify the existence and scope of the relationship between emotion recognition and the level of sensory responsiveness in children with ASD, a study was carried out among a group of 63 children with an ASD diagnosis, aged between 3 years and 7 months to 9 years and 3, months using the Emotion Recognition subscale from the Theory of Mind Mechanism Scale and the Sensory Experiences Questionnaire. The obtained results revealed that only the level of sensory hyporesponsiveness was a predictor of the level of emotion recognition in the sample. Confirming the role of the level of sensory hyporesponsiveness in explaining the deficit in emotion recognition provides a better understanding of the genesis of this deficit. It also justifies the need to include sensory hyporesponsiveness therapy in the educational and rehabilitation process aimed at improving the children with ASD’s emotion recognition abilities.

Emotions accompany us in our daily lives and affect even processing stimuli such as official letters, which require the involvement of systematic processing (Kahneman, 2011). In people without legal training, they evoke high levels of automatic emotions that promote heuristic processing (Imbir, 2016a). The results of our study shed a new light on understanding the phenomenon of linking cognitive processes and emotions and have potential application. A quantitative study was carried out using original official letters from different institutions and with different resolutions. The subjects (N = 560) were shown the document in stages to capture the dynamics of emotional response. The intensity of automatic and reflective emotions, level of arousal, and valence of emotions (SAM scale) were measured six times. Variables such as reading time or mood were also controlled. At different reading stages, statistically significant differences were observed in emotion intensity, valence, origin, and arousal level. There were numerous intergroup differences in the level of comprehension, which can be explained, among other things, by the influence of experienced emotions on the cognitive processes accompanying reading. The results confirm that emotions experienced during reading affect the cognitive processes necessary for proper comprehension. Differences in the intensity of emotions and the level of arousal at different stages of reading the official letter also contributed to the identification of components that can lead to comprehension problems.