Abstract
Putting emotions into words is a natural human strategy for reinterpreting situations, even when done unintentionally. Evidence shows that this process, known as affective labelling, can reduce distress compared to non- affective verbalisation. Given that, the word 'fine' is widely used as a self-report label for emotional states, yet its meaning remains strikingly ambiguous. Limited research has explored such neutral or mid-spectrum emotional terms that are neither overtly positive nor negative but still shape the design process. This study examines how Scottish design students use 'fine' to describe their emotional experiences during their final design projects. Semi-structured interviews were conducted to clarify the interpretation of this expression. Findings reveal that 'fine' represents a neutral state with negative undertones, reflecting emotional disengagement or low-intensity dissatisfaction. These results highlight the need to contextualise expressions within design education, emphasising their role in understanding students’ emotions and engagement throughout their design journeys.
Keywords
fine'; Scottish design students; design process; emotional experiences
DOI
https://doi.org/10.21606/drs.2026.1497
Citation
Marji, H., Rodgers, P.A., and Brisco, R. (2026) "That's Fine..." Uncovering ambiguity through emotional labelling in Scottish design students’ design process, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.1497
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"That's Fine..." Uncovering ambiguity through emotional labelling in Scottish design students’ design process
Putting emotions into words is a natural human strategy for reinterpreting situations, even when done unintentionally. Evidence shows that this process, known as affective labelling, can reduce distress compared to non- affective verbalisation. Given that, the word 'fine' is widely used as a self-report label for emotional states, yet its meaning remains strikingly ambiguous. Limited research has explored such neutral or mid-spectrum emotional terms that are neither overtly positive nor negative but still shape the design process. This study examines how Scottish design students use 'fine' to describe their emotional experiences during their final design projects. Semi-structured interviews were conducted to clarify the interpretation of this expression. Findings reveal that 'fine' represents a neutral state with negative undertones, reflecting emotional disengagement or low-intensity dissatisfaction. These results highlight the need to contextualise expressions within design education, emphasising their role in understanding students’ emotions and engagement throughout their design journeys.