POSITIVE AND NEGATIVE AFFECT SCHEDULE

(PANAS-SF)
BY

JEFFREY KHONGSNI

(DU2021MSC0046)

Under the Guidance of

Dr. Joydeep Das

ASSAM DONBOSCO UNIVERSITY

A PRACTICUM

SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY AND COUNSELLING,

INPARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF MSc. COUNSELLING AND

PSYCHOLOGY

2021-2022
CONTENTS

AIM

1. INTRODUCTION

1.1. THEORETICAL FRAMEWORK

1.2. BRIEF HISTORY

1.3. TEST DESCRIPTION

1.4. RELIABILITY AND VALIDITY

1.5. SCORING STRUCTURE

2. METHODOLOGY

2.1. PRELIMINARIES

2.2. BACKGROUND

2.3. MATERIALS USED

2.4. PROCEDURE

2.5. TEST ADMINISTRATION

2.5.1. INSTRUCTION

2.5.2. OBSERVATION

2.5.3. SCORING OF THE TEST

2.5.4. INTERPRETATION

2.5.5. SUMMARY

2.5.6. IMPRESSION

2.6. REFERENCES
AIM: To assess the relationship between positive and negative affect within certain personality
traits of the subject by administering the Positive and Negative Affect Schedule.

1. INTRODUCTION

Emotions are complex reactions involving many biological and physiological processes
within our bodies. Our brain responds to our thoughts by releasing hormones and chemicals,
which send us into a state of arousal. All emotions come about in this way, whether positive or
negative.

Positive emotions include pleasant or desirable situational responses, ranging from

interest and contentment to love and joy, but are distinct from pleasurable sensation and
undifferentiated positive affect. These emotions are markers of people's overall well-being or
happiness, but they also enhance future growth and success. This has been demonstrated in
work, school, relationships, mental and physical health, and longevity. Positive emotions have
no immediate survival value, because they take one's mind off immediate needs and stressors.
However, the skills that broadened behaviour strengthens over time enhance survival. For
example, curiosity about a landscape becomes navigational knowledge, pleasant interactions
with a stranger become a supportive friendship, and aimless physical play becomes valuable
exercise.

In the other hand, negative emotions can be described as any feeling which causes you
to be miserable and sad. These emotions make you dislike yourself and others, and reduce your
confidence and self-esteem, and general life satisfaction. Emotions that can become negative
are hate, anger, jealousy and sadness. Yet, in the right context, these feelings are completely
natural. Negative emotions can dampen our enthusiasm for life, depending on how long we let
them affect us and the way we choose to express them.

1.1. THEORETICAL FRAMEWORK

The broaden-and-build theory in positive psychology suggests that positive emotions (such
as happiness, and perhaps interest and anticipation) broaden one's awareness and encourage
novel, exploratory thoughts and actions. Over time, this broadened behavioral repertoire builds
useful skills and psychological resources. The theory was developed by Barbara Fredrickson
around 1998.

According to Fredrickson, the resources gained through positive emotions outlive the
emotions from which they were acquired. Resources build up over time and increase the
individual's overall well-being. Positive emotions have no immediate survival value, because
they take one's mind off immediate needs and stressors. However, the skills that broadened
behaviour strengthens over time enhance survival.
For example, curiosity about a landscape becomes navigational knowledge, pleasant
interactions with a stranger become a supportive friendship, and aimless physical play becomes
valuable exercise. According to Fredrickson, the resources gained through positive emotions
outlive the emotions from which they were acquired.

Resources build up over time and increase the individual’s overall well-being. This forms a
positive cycle: increased well-being leads to more positive emotions which lead to higher
resilience, which leads to increased well-being. Happiness, then, is not only the result of success
and high-functioning behaviour, but also a precondition for it. This is in contrast to negative
emotions, which prompt narrow, survival-oriented behaviours. For example, anxiety leads to
the specific fight-or-flight response. A limited number of urges, called specific action
tendencies, quickens response times.

1.2. BRIEF HISTORY

The PANAS was developed in 1988 by psychologists David Watson, Lee Anna Clark, and
Auke Tellegen, who were the researchers from the University of Minnesota and Southern
Methodist University. They developed the PANAS (1988) in an attempt to provide a better,
purer measure of each of these dimensions. The researchers extracted 60 terms from the factor
analyses of Michael Zevon and Tellegen shown to be relatively accurate markers of either
positive or negative affect, but not both. They chose terms that met a strong correlation to one
corresponding dimension but exhibited a weak correlation to the other.

Previous mood measures have shown correlations of variable strength between positive
and negative affect, and these same measures have questionable reliability and validity.
Through multiple rounds of elimination and preliminary analyses with a test population, the
researchers arrived at 10 terms for each of the two scales. The scale intends to measure
someone’s positive and negative affect and how a person is feeling at the moment. The Positive
affects are: Attentive, active, alert, excited, enthusiastic, determined, inspired, proud,
interested and strong. The Negative affects are: Hostile, irritable, ashamed, guilty, distressed,
upset, scared, afraid, jittery, and nervous.

1.3. TEST DESCRIPTION

• The Positive and Negative Affect Schedule (PANAS) is a self-report questionnaire that
consists of two 10-item scales to measure both positive and negative affect.
• Each item is rated on a 5-point scale of 1 (not at all) to 5 (very much). The measure has
been used mainly as a research tool in group studies, but can be utilized within clinical
and non-clinical populations as well.

• Shortened, elongated, and children's versions of the PANAS have been developed,
taking approximately 5–10 minutes to complete. Clinical and non-clinical studies have
found the PANAS to be a reliable and valid instrument in the assessment of positive and
negative affect.

• The Positive and Negative Affect Schedule or (PANAS) is a scale that consists of different
words that describe feelings and emotions. (Magyar-Moe, 2009).

• One of these scales measures positive affect, and the other measures negative affect.

• Positive affect refers to the propensity to experience positive emotions and interact
with others positively, even through the challenges of life.

• Negative affect, on the other hand, involves experiencing the world in a more negative
way.

• There are many self-reported measures available to help practitioners identify client
strengths and symptoms of wellbeing. (Magyar-Moe, 2009).

• Many of these measures are quick to administer and score and available online. Some of
the instruments available measure things like character strengths, life satisfaction,
positive emotions, and even coping skills. The PANAS measures positive and negative
affect.

• The PANAS has been widely utilized as a self-reported measure of affect in both the
community and clinical contexts. (Merz et al., 2013).

• It is used as a psychometric scale that is intended to show the relationship between

positive and negative affect within certain personality traits.

• When using the PANAS, participants gauge their feelings and respond via a
questionnaire with 20 items. A 5-point Likert scale is then used for scoring.

• Clinical studies, as well as non-clinical ones, have found PANAS to be a valid and reliable
assessment tool for gauging positive and negative affect. (Merz et al., 2013).
1.4. RELIABILITY AND VALIDITY

The PANAS displays a very good internal reliability that is consistent with scores ranging from
0.86 to 0.90 for PA and 0.84 to 0.87 for NA. (Magyar-Moe, 2009)

This level of consistency is found no matter what time instruction is utilized. Test-reliability was
found to be good, over a timeframe of 8 weeks. The reliability of the test seems to be a little
higher as the time frame lengthens and when used with instructions such as right now or over
the past week.

1.5. SCORING STRUCTURE

The PANAS uses 5 point Likert Scale for scoring. Scores can range from 10-50 for both
the Positive and Negative Affect with the lower scores representing lower levels of
Positive/Negative Affect and higher scores representing higher levels of Positive/Negative
Affect. (Watson, D., Clark, L. A., & Tellegan, A., 1988).

To score the Positive Affect, one would add up the scores on lines 1, 3, 5, 9, 10, 12, 14, 16, 17 &
19. Scores may range anywhere from 10 – 50. Higher scores represent higher levels of positive
affect. Mean scores: momentary = 29.7 and weekly = 33.3 (Hudeck, 2016).

To score the Negative Affect, one would add up the scores on items 2, 4, 6, 7, 8, 11, 13, 15, 18 &
20. Scores may range anywhere from 10 – 50. Higher scores represent higher levels of negative
affect. Mean scores: momentary = 14.8 and weekly = 17.4 (Hudeck, 2016).

2. METHODOLOGY

2.1. PRELIMINARIES

Subject’s Name: Vincent

Age: He is a 18 years old student.
Background: He comes from a
Educational Qualification: Studying in the seminary. He has completed his SSLC.
Date: The test was conducted on 1 May 2022.

2.2. BACKGROUND:

Vincent is an 18 years old male from Meghalaya who had finished his SSLC exam. He has 3 elder
sisters, 4 elder brothers and 3 younger brothers. Vincent is in the 8 th position among the 11
children in the family. His father is a school teacher and his mother is a farmer. Among the
children, only the eldest son got married and the rest of the children are still studying in
colleges and schools. He grew up as a health boy.

Vincent comes from a happy family. He was born naturally at home. When Vincent was
just one year old his mother delivered another son and it was difficult for the mother to
breastfeed both of them at a time. Vincent was a pale and thin boy among the children. When
he was 6 years old, he was taken to the city for education and remained in the city for 6 years.
Vincent finished his class five from the city and went back to his neighbouring village to
complete his high school till he completed his SSLC exams.

Vincent grew up in good relationship with his siblings in the family. He loved most his 4 th
elder brother. At the age of 12, Vincent was admitted to hospital because of stomach ache and
remained in the hospital for four days. Vincent’s parents and the children are healthy and
strong. There is no hereditary sickness in the family. Vincent has got many friends both male
and females. He never felt lonely at home because he always has friends.

In the year 2021, Vincent passed his SSLC examination with a First Division. As soon as
he passed SSLC, at the age of 17 years old, he joined the seminary in Guwahati. He lives with
other boys who have come from different parts of Northeast. He is adapting himself with the
food, climate, and the conditions of the place. He is able to mix up within the group and keep
moving in life. Vincent was struggling in his studies in the seminary. He picked up gradually as
the days passed. Since he comes from village background, he is a shy type of person.

In the religious community where he lives, the subject has to follow strict time table,
and strict discipline and punctuality. He is a kind and gentle person who always smiles and
cheerful. He shows no ill temper or complaint about anything, but does his daily duties well.
Vincent is kind and gentle in his dealing with his companions too. He is well accepted in the
group and in the community. He does his duties well without any complain.

2.3. MATERIALS USED

(a). The Positive and Negative Affect Schedule (PANAS)

(b). Stationary items like pen, pencil and eraser

(c). Manual of the test

2.4. PROCEDURE

Rapport: The rapport building was easy and the subject was feeling comfortable. He willingly
accepted to be the test subject for the test. He seated on the chair and felt relaxed.
Mental Status Examination:

Appearance: The subject was pleasant and showed no sign of anxiousness. The rapport
was going on smoothly with the subject. He was willing to listen and having an approachable
attitude. He was dressing well for the test. He did not ask many questions and proceeded with
the task.

General Behaviour: His level of consciousness is normal. His appearance and general
behaviour is pleasant. He was able to have eye contact while speaking.

Cognition: He is able to process information correctly when the instruction was given
and when he had to answer the questionnaire.

Speech: The subject speaks softly and not in haste.

Emotion: The subject was calm and not anxious.

Thinking Process: He was able to think normally.

2.5. TEST ADMINISTRATION

2.5.1. INSTRUCTION

The subject will be instructed as follows: “I shall give you a questionnaire which contains 20
items. Each item contains a word that describes your feeling and emotion that you might have
felt over the past week. In each item there are also five responses which you have to choose
the most appropriate response according to you. After choosing one response among the five
responses, please put a tick mark in the box provided at each response. This test has no time
limit and you can take as much time as you want to answer all the items”.

2.5.2. OBSERVATION

The subject showed high level of interest and was motivated to do the test. He was calm and
composed. No bizarre behaviours were observed.

Precautions:

1. It was ensured that the subject was comfortable, interested and had well understood
the instruction.
 2. The test did not have any time limit but it was ensured that it was done as soon as
possible.
3. It was ensured that all the external factors like proper lighting, proper ventilation was
maintained and there were no unnecessary disturbances or noises.
4. The test was done under supervision of an expertise.
5. The scoring and interpretation was done carefully.

2.5.3. SCORING OF THE TEST

Table 1

SL. POSITIVE AFFECTS SCORE ITEM SUBJECT SCORE

1 Interested 4
3 Excited 3
5 Strong 5
9 Enthusiastic 5
10 Proud 1
12 Alert 4
14 Inspired 5
16 Determined 5
17 Attentive 4
19 Active 4
TOTAL SCORE 40

Table 2

SL. NEGATIVE AFFECTS SCORE ITEM SUBJECT SCORE

2 Distressed 2
4 Upset 1
6 Guilty 2
7 Scared 2
8 Hostile 1
11 Irritable 2
13 Ashamed 2
15 Nervous 2
18 Jittery 2
20 Afraid 2
TOTAL SCORE 18
2.5.4. INTERPRETATION

In the 10 items that fall under the Positive Affect Score, the subject has scored the
following points: 4 in interested, 3 in Excited, 5 in Strong, 5 in Enthusiasm, 1 in proud, 4 in alert,
5 in inspired, 5 in determined, 4 in attentive and 4 in active. The subject has scored a total of 40
in the Positive Affect Score.

In the 10 items that fall under the Negative Affect Score, the subject has scored the
following points: 2 in Distressed, 1 in Upset, 2 in Guilty, 2 in Scared, 1 in Hostile, 2 in Irritable, 2
in Ashamed, 2 in Nervous, 2 in Jittery, and 2 in Afraid. The subject has scored a total of 18 in the
Negative Affect Score.

2.5.5. SUMMARY

The total score of 40 in the Positive Affect indicates that the subject has higher positive
emotion. Maximum score on “Strength”, “Enthusiasm”, “Inspiration”, and “Determination” and
four points on “Interest”, “Proud”, “Attention”, and “Activeness” indicate clearly that the
subject has higher positive emotions and dealt positively with his emotions in the past week.
The only lowest point is scored in the item “Proud” which can indicate that the subject
misunderstood the meaning of the word in a negative sense.

The total score of 18 in the Negative Affect indicates that the subject has lower negative
emotions. Most of the item’s scores in the Negative Affect are 2 points. This shows that the
subject is able to deal with any negative emotion in his day-to-day life and especially in the past
week.

2.5.6. IMPRESSION

The subject has come from a good family background where the atmosphere of love
and care create strong family ties between the subject and his siblings. There are no serious
health issues and problems running in the family of the subject or in the subject himself that
would make him have any psychological problem. As stated in the subject’s background, the
subject is always cheerful and does his duties well. He has no complaints about his stay in the
seminary. He always keeps punctuality and disciplines. He gets along with his companions very
well. He was able to interact and communicate when required.

When the test was conducted, the subject was showing no sign of anxiety or any other
abnormality. He was calm and composed in his approach. He just finished his exams and was
able to do well in all the subjects. He was getting ready to go home for a long holidays after his
exams. He was full of excitement and joy as he knew that he would meet his parents and
siblings at home. After his returns back from his holidays, the subject will be travelling to
Bangalore for higher studies.

Putting all observations, the background history, and the test results it is clearly seen that the
subject’s Positive Affect is high and his Negative Affect is low.

2.6. REFERENCES

1. Barbara L. Fredrickson “The Role of Positive Emotions in Positive Psychology – PMC”,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/

2. Watson, D., Clark, L. A., & Tellegen, A. (1988), “Development and validation of brief measures
of positive and negative affect: the PANAS scales”, Journal of personality and social psychology,
54(6), 1063, https://ogg.osu.edu/media/documents/MB%20Stream/PANAS.pdf

3. Díaz-García Amanda, González-Robles Alberto, Mor Sonia, Mira Adriana, Quero Soledad,
García-Palacios Azucena, María Baños Rosa & Botella Cristina, “Positive and Negative Affect
Schedule (PANAS): psychometric properties of the online Spanish version in a clinical sample
with emotional disorders”, BMC Psychiatry 20, 56 (2000),  https://doi.org/10.1186/s12888-020-
2472-1

4. Watson David, Clark Lee Anna, and Tellegen Auke, “Development and Validation of Brief
Measures of Positive and Negative Affect: The PANAS Scale”, Journal of Personality and Social
Psychology, 1988. Vol. 54. No. 6, 1063-1070, https://osf.io/wdvae/download