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1
Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Meyer, Christine Sandra, Priska Hagmann-von Arx, and Alexander Grob. "Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK)." Diagnostica 55, no. 4 (October 2009): 234–44. http://dx.doi.org/10.1026/0012-1924.55.4.234.
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Zusammenfassung. Bisher fehlten geeignete Messinstrumente zur Erfassung sozial-emotionaler Fähigkeiten bei Kindern weitgehend. Zur Schliessung dieser Lücke in der Testdiagnostik wurde die Sozial-Emotionale Kompetenz Skala (IDS-SEK) der Intelligence and Development Scales (IDS) entwickelt. Sie umfasst die folgenden vier sozial-emotionalen Kompetenzdimensionen: 1. Emotionen Erkennen (EE), 2. Emotionen Regulieren (ER), 3. Soziale Situationen Verstehen (SV) und 4. Sozial Kompetent Handeln (SH). Die Skalenvalidität wurde in mehreren Studien mit insgesamt 839 Kindern aus der Schweiz im Alter von 5 bis 10 Jahren geprüft. Die Ergebnisse sprechen für die Kriteriums- und Konstruktvalidität. Vergleiche zwischen Kindern mit Asperger-Syndrom (N = 38) beziehungsweise aggressiver Verhaltensauffälligkeit (N = 57) und nach Alter, Geschlecht sowie Intelligenzquotienten gepaarten verhaltensunauffälligen Kindern belegen zudem die Differenzierungsfähigkeit der Skala. Die IDS-SEK eignet sich zur mehrdimensionalen Erfassung von Ressourcen und Defiziten im sozial-emotionalen Bereich. Sie kann als Basis für spezifische Förderung verwendet werden.
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Strayer, Janet, and William Roberts. "Facial and Verbal Measures of Children’s Emotions and Empathy." International Journal of Behavioral Development 20, no. 4 (May 1997): 627–49. http://dx.doi.org/10.1080/016502597385090.
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The relation between children’s emotional expressions and their reported experience of emotions is relevant to multicomponent models of both emotion and empathy development. Children ( N 73) in three age groups (5-, 9-, and 13-year-olds) participated in a study of their facial and verbal responses to emotionally evocative videotapes. Children were unobtrusively videotaped while they watched these stimuli, and their facial expressions were coded. Children were also interviewed to determine the emotions they attributed to stimulus persons and to themselves. There was significant but modest convergence between facial and verbal measures of emotion, an important finding given the paucity of independent research in this area. In addition, two nonconvergent indices of empathy derived from facial and verbal measures showed some functional similarities in their relations with other variables. On the basis of similar results from other laboratories, we argue that efforts to find converging measures of emotion and empathy should be redirected to study the semi-independent development of facial and verbal emotional responses to the same events.
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Mohd Anuardi, Muhammad Nur Adilin, and Atsuko K. Yamazaki. "Effect of emotionally toned Malay language sounds on the brain: a NIRS analysis." International Journal on Perceptive and Cognitive Computing 5, no. 1 (April 11, 2019): 1–7. http://dx.doi.org/10.31436/ijpcc.v5i1.72.
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Speech recognition features such as emotion have always been involved in human communication. With the recent developments in the communication methods, researchers have investigated artificial and emotional intelligence to improve communication. This has led to the emergence of affective computing, which deals with processing information pertaining to human emotions. This study aims to determine positive influence of language sounds containing emotion on brain function for improved communication. Twenty-seven college-age Japanese subjects with no prior exposure to the Malay language listened to emotionally toned and emotionally neutral sounds in the Malay language. Their brain activities were measured using near-infrared spectroscopy (NIRS) as they listened to the sounds. A comparison between different NIRS signals revealed that emotionally toned language sounds had a greater impact on brain areas associated with attention and emotion. On the contrary, emotionally neutral Malay sounds affected brain areas involved in working memory and language processing. These results suggest that emotionally-charged sounds initiate listeners’ attention and emotion recognition even when the listeners do not understand the language. The ability to interpret emotions presents challenges in computer systems and robotics; therefore, we hope that our results can be used for the development of computational models of emotion for autonomous robot research in the field of communication.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.
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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Hayward, Renae Maree, and Michelle Rae Tuckey. "Emotions in uniform: How nurses regulate emotion at work via emotional boundaries." Human Relations 64, no. 11 (November 2011): 1501–23. http://dx.doi.org/10.1177/0018726711419539.
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The management of emotions at work has been conceptualized in terms of its association with emotional inauthenticity and dissonance. In contrast, we integrate the idea of emotion regulation at work with basic strategic and adaptive functions of emotion, offering a new way of understanding how emotions can be harnessed for task achievement and personal development. Through a content analysis of interview data we examined how and why emotion regulation is carried out by employees, focusing on the in situ experiences of nurses. The manipulation of emotional boundaries, to create an emotional distance or connection with patients and their families, emerged as a nascent strategy to manage anticipated, evolving, and felt emotions. The emotional boundary perspective offers possibilities for knowledge development that are not rooted in assumptions about the authenticity of emotion or the professional self but that instead account for the dynamic, complex, multi-layered, and adaptive characteristics of emotion management.
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Walle, Eric A. "Developing Emotion Research: Insights From Emotional Development." Emotion Review 12, no. 4 (October 2020): 209–11. http://dx.doi.org/10.1177/1754073920956393.
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A full understanding of emotion necessitates the bridging of disciplinary perspectives and methodological approaches. This special section uses emotional development as a foil to illustrate how such a bridge may be constructed and how studying emotional development can benefit the field as a whole. In doing so, this collection of articles points to three key principles for the study of emotion, specifically that emotions are relational, flexible, and temporally dynamic.
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Koval, O. A. "Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence." Клиническая и специальная психология 9, no. 1 (2020): 142–68. http://dx.doi.org/10.17759/cpse.2020090108.
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The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.
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Mascolo, Michael. "Emotional Development: The View From Between." Emotion Review 12, no. 4 (October 2020): 233–34. http://dx.doi.org/10.1177/1754073920954919.
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It is an honor to be able to engage Ezequiel Di Paolo’s and David Sander’s reflections on relational conceptions of emotional development. In this reply, I elaborate on the role of emotion in the open-ended construction of self. Di Paolo suggests that emotions are “collectively constituted ways of regulating human becoming” (2020, p. 229); Sander (2020) maintains that as felt modes of engagement, emotions play a central role in processes related to teaching, learning, and education. These assertions are consistent with the idea that emotional experiences develop as a product of relations that occur between persons, and that the relational construction of emotion lies at the center of the developmental construction of personhood.
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Rahmani, Kamal, Juergen Gnoth, and Damien Mather. "A Psycholinguistic View of Tourists’ Emotional Experiences." Journal of Travel Research 58, no. 2 (January 23, 2018): 192–206. http://dx.doi.org/10.1177/0047287517753072.
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What is the emotional impact that destinations have on their tourists? We offer a psycholinguistic view of tourists’ emotional experiences, by applying a methodology that objectively reveals how destinations move tourists emotionally. Deconstructing tourists’ perceptual process, our study extracts affective reactions from destination experiences and investigates their impact on tourists’ interpretation as expressed in large samples of Web 2.0 blogs. We apply Corpus Linguistics to measure the content and weight of eight basic emotions contained in those reactions and how they influence tourists’ meaning-making in 10 destination countries. The findings first uncover these affective reactions, and secondly, how combinations of positive and negative emotions help construct meaning-making. The emotions of Anticipation and Trust are revealed as the fundamental drivers of tourism. The study contributes theoretically and empirically to emotion research as well as a new methodology to measure experiences. The results impact destination image, experience, motivation, and satisfaction research.
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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.
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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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Erygina, A. V. "EMOTIONAL INTELLIGENCE AS A SUCCESS FACTOR." ECONOMIC VECTOR 2, no. 25 (June 2021): 77–82. http://dx.doi.org/10.36807/2411-7269-2021-2-25-77-82.
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The paper addresses the development of emotional intelligence and its impact on the employees' success. It links soft skills with emotional intelligence and contains the review of the theory of basic emotions proposed by Robert Plutchik, methods of its use and its relevance in HR management for managers and workforce. The paper describes the properties of emotions and emotional reasoning, role and importance of the employees' emotional competence, as well as ways to trigger necessary emotions in the audience. It analyses the development of emotional intelligence studies of foreign and national researchers and determines two emotion management approaches.
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SHIPMAN, KIMBERLY L., and JANICE ZEMAN. "Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective." Development and Psychopathology 13, no. 2 (May 16, 2001): 317–36. http://dx.doi.org/10.1017/s0954579401002073.
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This study investigated the socialization of children's emotion regulation in 25 physically maltreating and 25 nonmaltreating mother–child dyads. Maltreating mothers and their 6- to 12-year-old children were recruited from two parenting programs affiliated with Children's Protective Services with a control group matched on race, SES, child gender, and child age. Children and their mothers were interviewed individually about their (a) management of emotional expression, (b) strategies for coping with emotional arousal, and (c) anticipated consequences following emotional displays. Compared to controls, maltreated children expected less maternal support in response to their emotional displays, reported being less likely to display emotions to their mothers, and generated fewer effective coping strategies for anger. Maltreating mothers indicated less understanding of children's emotional displays and fewer effective strategies for helping children to cope with emotionally arousing situations than nonmaltreating mothers. Further, findings indicated that maternal socialization practices (e.g., providing support in response to children's emotional display, generating effective coping strategies for their child) mediate the relation between child maltreatment and children's regulation of emotional expression and emotional arousal. These findings suggest that children's emotion regulation strategies are influenced by their relationship with their social environment (e.g., physically maltreating, nonmaltreating) and that the experience of a physically maltreating relationship may interfere with children's emotional development.
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Diogo, Paula, Madalena Oliveira, Patricia Baltar, and Hugo Martins. "Emotional Competence in a Gender Perspective: The Experiences of Male Nursing Students in the Sexual and Reproductive Health Clinical Teaching." Global Research in Higher Education 2, no. 1 (February 22, 2019): 71. http://dx.doi.org/10.22158/grhe.v2n1p71.
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<em>In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of male students, with implications on their learning and competence’s development in a health care area that is predominantly female, since it is consensual that the emotional dimension of learning can stipulate the experiences of caring. The development of emotional competence promotes a greater capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally competent is to be able to find solutions in internal resources that emerge from emotions (especially its management) and from the motivation of each individual. This interrelation between emotions and gender prompts the understanding of the male nursing students’ emotional experience of provision of care in sexual and reproductive health. In order to understand this phenomenon, is proposed a research project with a qualitative approach, exploratory and descriptive. The data will be obtained from narratives written by nursing degree male student and also from clinical teaching supervisor nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.</em>
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Nook, Erik C., Stephanie F. Sasse, Hilary K. Lambert, Katie A. McLaughlin, and Leah H. Somerville. "The Nonlinear Development of Emotion Differentiation: Granular Emotional Experience Is Low in Adolescence." Psychological Science 29, no. 8 (June 7, 2018): 1346–57. http://dx.doi.org/10.1177/0956797618773357.
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People differ in how specifically they separate affective experiences into different emotion types—a skill called emotion differentiation or emotional granularity. Although increased emotion differentiation has been associated with positive mental health outcomes, little is known about its development. Participants ( N = 143) between the ages of 5 and 25 years completed a laboratory measure of negative emotion differentiation in which they rated how much a series of aversive images made them feel angry, disgusted, sad, scared, and upset. Emotion-differentiation scores were computed using intraclass correlations. Emotion differentiation followed a nonlinear developmental trajectory: It fell from childhood to adolescence and rose from adolescence to adulthood. Mediation analyses suggested that an increased tendency to report feeling emotions one at a time explained elevated emotion differentiation in childhood. Importantly, two other mediators (intensity of emotional experiences and scale use) did not explain this developmental trend. Hence, low emotion differentiation in adolescence may arise because adolescents have little experience conceptualizing co-occurring emotions.
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von Salisch, Maria. "Children’s emotional development: Challenges in their relationships to parents, peers, and friends." International Journal of Behavioral Development 25, no. 4 (July 2001): 310–19. http://dx.doi.org/10.1080/01650250143000058.
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This literature review outlines the challenges and constraints which relationships to parents, peers, and friends offer for children’s emotional development, including the development of appraisal, experience, expression, and regulation of emotion. Parents are important for their children’s emotional development not only because they are attachment figures but also because of their cognitive and emotional expertise who instruct their offspring on the use of emotion labels, appraisals, expressions, and regulation strategies. In addition, parents introduce their children to cultural and subcultural rules on emotions. Yet parents’ understanding of their children’s emotions may be constrained by their social role as parents. Converging evidence suggests that display rules among peers promote the dampening of many emotions in many situations, especially those of vulnerability and anger. School-age children’s increasing use of distancing strategies may help them achieve this “cool” public self-presentation. Intimate friendship’s which permit (and may even require) the disclosure of private emotional experiences challenge preadolescents to learn how to be supportive to the friend in need and how to manage anger and contempt in these close relationships. Handling issues of trust and exposure, jealousy, and envy are related challenges for friendships.
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Lin, Chih-Che. "Impact of Gratitude on Resource Development and Emotional Well-Being." Social Behavior and Personality: an international journal 43, no. 3 (April 23, 2015): 493–504. http://dx.doi.org/10.2224/sbp.2015.43.3.493.
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Using the broaden-and-build theory, I examined whether or not gratitude can build social, cognitive, physical, and psychological resources, and whether or not gratitude induces other positive emotions that trigger upward spirals toward emotional well-being. I recruited participants (N = 375 undergraduates) to complete measures of the variables of interest. The results indicated that higher levels of gratitude significantly predicted increases in social support, adaptive coping abilities, and beneficial psychological outcomes (e.g., life satisfaction), as well as decreases in avoidant coping style and detrimental physical outcomes (e.g., negative emotions). Further, I found that gratitude could induce other positive emotions which partially mediated the effects of gratitude on emotional well-being. These findings provide empirical support for the idea that gratitude is, in essence, a positive emotion beneficial for positive functioning, as well as broadening and building other positive emotions, which, in turn, result in an increase in emotional well-being.
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Mascolo, Michael. "A Relational Conception of Emotional Development." Emotion Review 12, no. 4 (July 2, 2020): 212–28. http://dx.doi.org/10.1177/1754073920930795.
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In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. Building on these ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood.
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Lavender, Jason M., Matthew T. Tull, David DiLillo, Terri Messman-Moore, and Kim L. Gratz. "Development and Validation of a State-Based Measure of Emotion Dysregulation." Assessment 24, no. 2 (July 27, 2016): 197–209. http://dx.doi.org/10.1177/1073191115601218.
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Existing measures of emotion dysregulation typically assess dispositional tendencies and are therefore not well suited for study designs that require repeated assessments over brief intervals. The aim of this study was to develop and validate a state-based multidimensional measure of emotion dysregulation. Psychometric properties of the State Difficulties in Emotion Regulation Scale (S-DERS) were examined in a large representative community sample of young adult women drawn from four sites ( N = 484). Exploratory factor analysis suggested a four-factor solution, with results supporting the internal consistency, construct validity, and predictive validity of the total scale and the four subscales: Nonacceptance (i.e., nonacceptance of current emotions), Modulate (i.e., difficulties modulating emotional and behavioral responses in the moment), Awareness (i.e., limited awareness of current emotions), and Clarity (i.e., limited clarity about current emotions). S-DERS scores were significantly associated with trait-based measures of emotion dysregulation, affect intensity/reactivity, experiential avoidance, and mindfulness, as well as measures of substance use problems. Moreover, significant associations were found between the S-DERS and state-based laboratory measures of emotional reactivity, even when controlling for the corresponding original DERS scales. Results provide preliminary support for the reliability and validity of the S-DERS as a state-based measure of emotion regulation difficulties.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.
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The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Jespersen, Jens E., Nathan R. Hardy, and Amanda Sheffield Morris. "Parent and Peer Emotion Responsivity Styles: An Extension of Gottman’s Emotion Socialization Parenting Typologies." Children 8, no. 5 (April 22, 2021): 319. http://dx.doi.org/10.3390/children8050319.
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This theoretical paper introduces six emotion socialization typologies that can be used for designating emotion responsivity styles of parents and peers of children in middle childhood, referred to as Parent and Peer Emotion Responsivity Styles (PPERS). This typology draws on theoretical foundations of meta-emotion and emotion socialization. These typologies are compliment with and extend Gottman’s emotion-based parenting styles, as they are organized generally by whether the response is more positive or more negative and whether the response is more emotionally constructive or destructive, but extend the four styles to include whether the parent or peer targets the emotion directly when responding to a child’s emotions, or whether they target the emotion-related behavior. On the positive end, there is the Emotion Constructive style, which targets the child’s emotions directly. The other two positive styles include Emotion Responsive and Emotion Acceptive, which target the child’s emotional behaviors with higher or lower levels of activity. On the negative side, there is the Emotion Destructive style which is employed to target the emotion itself, while the Emotion Punitive and Emotion Dismissive styles target the child’s emotion-related behavior with varying levels of activity. Implications for the development and study of these theoretical typologies are discussed.
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Bluhm, Robyn. "Beyond the Basics: The Evolution and Development of Human Emotions." Canadian Journal of Philosophy Supplementary Volume 32 (2006): 73–94. http://dx.doi.org/10.1353/cjp.2007.0042.
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The suggestion that at least some emotions are modular captures a number of our intuitions about emotions: they are generally fast responses to a stimulus, they are involuntary, and they are easily distinguished (at least in most cases) from one another; we simply know that, for example, anger feels different than fear. Candidates for modular emotions are usually the so-called “basic” emotions - anger and fear are good examples of these. Defenders of emotion theories that focus on basic emotions, such as Paul Ekman in psychology and Paul Griffiths in philosophy, emphasize the advantages of theories that stress the evolutionary continuity of emotional expression and link emotions to the activity of neural circuits that are similar in human beings and other animals.In this paper, however, I will examine arguments for the discontinuity of emotions in human beings, as compared with other animals. Owing to a combination of cultural practices and neuroanatomy, both our emotional “wiring” and our emotions are unique.
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Shteba, Alexey A. "The problem of «inaccurate words» (on the example of mixed emotions)." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 100–106. http://dx.doi.org/10.20323/2499-9679-2021-2-25-100-106.
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The article deals with the problem of «inaccurate words» using the example of the language categorization of mixed emotions, which is understood as a means of expressing emotions, in which two or more categories of emotional experiences are combined into a single whole. This term proposed by K. A. Dolinin correlates with the semantic phenomena of desemantization and deverbalization, which simultaneously represent the simplification and complication of the codified language system, the «loosening» of conventional semantic content of words, and the introduction of additional semantic components into semantics. The article postulates that the emotional and semantic component of any word is limitless, which determines the constant semantic development of the word depending on the communicative situation, the goals of communication, the communicative intention of the speaker, etc. The fundamental inexpressibility of emotional experiences represents the potency of the system development. The summative concept of a mixed emotion, in which the sum is greater than its parts, is a pronounced inexpressibility, when, with a linearly constructed enumeration of the components of a mixed emotion, its emotional and semantic component remains undefined, since there are no means of conventional expression of this type of emotion in the language. The author establishes an interparadigmal connection of mixed emotions with alexithymia, i.e. the impossibility or difficulty of verbal explication of emotional experiences, which is supported by observations of the artistic representation of alexithymic persons' specific behavior. At the linguistic level, this phenomenon is explained by the fact that the speaker does not find the appropriate means to express their emotions in the linguistic system of emotion categorization and, as a result, resorts to creating new descriptions of his emotional experiences.
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SHIPMAN, KIMBERLY, JANICE ZEMAN, SUSAN PENZA, and KELLY CHAMPION. "Emotion management skills in sexually maltreated and nonmaltreated girls: A developmental psychopathology perspective." Development and Psychopathology 12, no. 1 (March 2000): 47–62. http://dx.doi.org/10.1017/s0954579400001036.
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Research has demonstrated that children who experience familial sexual maltreatment are at risk for developing psychological difficulties characterized by emotional and behavioral dysregulation. Surprisingly, however, little attention has been directed toward identifying processes in emotional development that differ in maltreated and nonmaltreated children. From a developmental psychopathology perspective, the present study examined emotion management skills (i.e., emotional understanding, emotion regulation) in 21 sexually maltreated girls and their nonmaltreated peers to determine how the experience of sexual maltreatment may interfere with normative emotional development. Findings indicated that sexually maltreated girls, in comparison to their nonmaltreated peers, demonstrate lower emotional understanding and decreased ability to regulate their emotions in accordance with cultural expectations. Further, maltreated girls expected less emotional support and more relational conflict from parents in response to sadness displays and from parents and peers in response to anger displays. These findings will be discussed from the functionalist approach to emotional development, emphasizing the importance of social context (e.g., maltreating, nonmaltreating) in the development of children's emotion management skills.
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Ding, Rui, Ping Li, Wei Wang, and Wenbo Luo. "Emotion Processing by ERP Combined with Development and Plasticity." Neural Plasticity 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/5282670.
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Emotions important for survival and social interaction have received wide and deep investigations. The application of the fMRI technique into emotion processing has obtained overwhelming achievements with respect to the localization of emotion processes. The ERP method, which possesses highly temporal resolution compared to fMRI, can be employed to investigate the time course of emotion processing. The emotional modulation of the ERP component has been verified across numerous researches. Emotions, described as dynamically developing along with the growing age, have the possibility to be enhanced through learning (or training) or to be damaged due to disturbances in growth, which is underlain by the neural plasticity of emotion-relevant nervous systems. And mood disorders with typical symptoms of emotion discordance probably have been caused by the dysfunctional neural plasticity.
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Bassett, Hideko Hamada, Susanne A. Denham, Nicole B. Fettig, Timothy W. Curby, Mandana Mohtasham, and Nila Austin. "Temperament in the classroom." International Journal of Behavioral Development 41, no. 1 (July 9, 2016): 4–14. http://dx.doi.org/10.1177/0165025416644077.
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Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children’s social–emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337 children and 80 teachers from private and public preschools/childcares participated in the study. To account for the nested nature of our data, hierarchical linear modeling (HLM) was utilized. The results indicated that several types of teacher reactions to children’s emotions significantly predicted children’s social–emotional behaviors, after adjusting for prior levels of the behaviors. In addition, significant interactions between child surgency and teacher emotion socialization behaviors on children’s social–emotional behaviors were found. These interactions indicated that children with low surgency were more sensitive to teachers’ positive and negative socialization, compared to children with high surgency. Our results highlight the importance of discrete emotion socialization behaviors by teachers to children’s social–emotional development.
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Rinaldi, Teresa, Ilaria Castelli, Andrea Greco, David M. Greenberg, Elliot Jurist, Annalisa Valle, and Antonella Marchetti. "The Mentalized Affectivity Scale (MAS): Development and validation of the Italian version." PLOS ONE 16, no. 4 (April 5, 2021): e0249272. http://dx.doi.org/10.1371/journal.pone.0249272.
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This study proposes a psychometric validation of the Italian version of the Mentalized Affectivity Scale (MAS) developed by Greenberg and colleagues in 2017. The mentalized affectivity construct integrates mentalization ability in the process of emotional regulation. An adult sample (N = 506) completed the 60-items MAS online version. In contrast to the three-factor structure of the original version, the Italian context confirmatory and exploratory factor analyses with splitted sample (CFA = 258; EFA = 248) revealed a five-factor structure. The hierarchically structured MAS factors are: Emotional Processing (being able to process emotion in situations); Expressing Emotions (talking and knowing emotions); Identifying Emotions (awareness of emotions); Control Processing (to control emotional reactions and expression), and Autobiographical Memory (related to childhood experiences). We also verified the convergent validity and reliability of the Italian version of the MAS by correlating the above five factors with measures of emotion regulation and reflective functioning. Moreover, we analyzed the relationships among the factors of the MAS, personality measures and well-being indexes, such as life satisfaction and self-efficacy: The new 35-item MAS scale showed robust correlations with all the tested constructs. Our results confirm that the MAS is a useful measure to assess mentalized affectivity, with the Italian version showing a more complex structure than the original English one, thus enriching the literature about mentalization.
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Tian, Wenqiang. "Personalized Emotion Recognition and Emotion Prediction System Based on Cloud Computing." Mathematical Problems in Engineering 2021 (May 26, 2021): 1–10. http://dx.doi.org/10.1155/2021/9948733.
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Promoting economic development and improving people’s quality of life have a lot to do with the continuous improvement of cloud computing technology and the rapid expansion of applications. Emotions play an important role in all aspects of human life. It is difficult to avoid the influence of inner emotions in people’s behavior and deduction. This article mainly studies the personalized emotion recognition and emotion prediction system based on cloud computing. This paper proposes a method of intelligently identifying users’ emotional states through the use of cloud computing. First, an emotional induction experiment is designed to induce the testers’ positive, neutral, and negative three basic emotional states and collect cloud data and EEG under different emotional states. Then, the cloud data is processed and analyzed to extract emotional features. After that, this paper constructs a facial emotion prediction system based on cloud computing data model, which consists of face detection and facial emotion recognition. The system uses the SVM algorithm for face detection, uses the temporal feature algorithm for facial emotion analysis, and finally uses the classification method of machine learning to classify emotions, so as to realize the purpose of identifying the user’s emotional state through cloud computing technology. Experimental data shows that the EEG signal emotion recognition method based on time domain features performs best has better generalization ability and is improved by 6.3% on the basis of traditional methods. The experimental results show that the personalized emotion recognition method based on cloud computing is more effective than traditional methods.
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Коlyadko, S. V. "PLOT, STORY, COMPOSITION IN THE EMOTIVE TEXT OF POETRY." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 63, no. 3 (August 25, 2018): 355–65. http://dx.doi.org/10.29235/2524-2369-2018-63-3-355-365.
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In the article there is an attempt to enter emotion in the structure of work, namely to look at its action at the level of plot and composition. It becomes firmly established that an emotion is just the way to create a plot. The poetic work consists of emotional events, each of which has its own dominant emotion. Motion of these emotions forms composition of a plot. A thesis is grounded that emotional events, incorporated by a general emotion, express certain emotive topics that predetermine as a whole the development of a plot. Emotions are a part of poetic text, emotions determine its emotionality and serve as material for revealing of the emotions in a plot. It is noted that Maksim Tank gives preference to his anecdotal works where a little story is present and where elements of plot – emotive topics – are linked by a cause-and-effect relationship. But Yauheniya Yanishchyts avoids a strict efficiency of verse structure, she prefers to leave emotions and feelings free.
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Expósito López, Jorge, Ramón Chacón-Cuberos, María Elena Parra-González, Eva María Aguaded-Ramírez, and Alfonso Conde Lacárcel. "Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects." European Journal of Investigation in Health, Psychology and Education 10, no. 2 (May 23, 2020): 615–27. http://dx.doi.org/10.3390/ejihpe10020045.
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Integral development of students is promoted through tutorial action. Tutorial action is understood as the personal development of students, their learning, and their capabilities for social and labour integration. A descriptive, nonexperimental and ex post facto design was used. The sample consisted of 569 primary school students. The importance of emotional education and student tutoring was highlighted by the results produced. A relationship was established between working on emotions and emotional regulation, cognitive re-evaluation, and capacity to respond in an emotionally appropriate way when faced with different situations.
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Hoemann, Katie, Madeleine Devlin, and Lisa Feldman Barrett. "Comment: Emotions Are Abstract, Conceptual Categories That Are Learned by a Predicting Brain." Emotion Review 12, no. 4 (February 5, 2020): 253–55. http://dx.doi.org/10.1177/1754073919897296.
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In their review, Ruba and Repacholi summarize the methods used to assess preverbal infants’ understanding of emotions, and analyze the existing evidence in light of classical and constructionist accounts of emotional development. They conclude that aspects of both accounts are plausible and propose a perceptual-to-conceptual shift in infants’ emotional development. In this comment, we clarify the nature of emotions as abstract, conceptual categories and suggest that infants may learn them as such from the start by using language to infer functional similarities across highly variable instances. This hypothesis is supported by predictive processing accounts of brain function, which can speak to the context-dependent nature of emotion and may be able to resolve debates in the study of emotion concept development.
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Russell, Sally V., and Neal M. Ashkanasy. "Pulling on Heartstrings: Three Studies of the Effectiveness of Emotionally Framed Communication to Encourage Workplace Pro-Environmental Behavior." Sustainability 13, no. 18 (September 10, 2021): 10161. http://dx.doi.org/10.3390/su131810161.
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We investigated whether the emotional framing of climate change communication can influence workplace pro-environmental behavior. In three quasi-experimental studies, we examined whether emotional displays in climate change communication affected participants’ subsequent workplace pro-environmental behavior. In Studies 1 and 2, undergraduate and master’s students viewed a fictional news video about climate change, where the newsreader displayed one of five emotions: sadness, fear, anger, contentment, and hope. The dependent variable was recycling behavior following the viewing. In Study 3, office employees viewed the same news videos online; the dependent variable was requesting further information to increase pro-environmental behavior in the workplace. The results from all three studies show that displayed emotion significantly affected pro-environmental behavior and that sadness, in particular, resulted in significantly less workplace pro-environmental behavior. These results indicate the need to study the effect of discrete emotions, rather than assuming that emotions of the same valence have similar effects. The results also underscore the importance of using experimental designs in advancing the field. We conclude with a discussion of the implications of our findings for research, theory, and practice of emotionally framed communication of sustainability messages.
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Vivian Romeu. "Notes for a Critique to the Program of the Sociology of Emotions." Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial 7, no. 1 (March 3, 2020): 67–76. http://dx.doi.org/10.33258/konfrontasi2.v7i1.98.
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This work elaborates a critique of the current program of the sociology of emotions that is located in the conceptual space around the definition of society. This impacts on the good development of concepts such as social interaction and cognition, fundamental to think about the role of the social in the emotional and emotional life of the subjects, in turn affecting the development of the sociology of emotions program which currently results incomplete and insufficient to explain the relationship between emotion, individual and society.
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Vivian Romeu. "Notes for a Critique to the Program of the Sociology of Emotions." Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial 9, no. 1 (March 3, 2020): 67–76. http://dx.doi.org/10.33258/konfrontasi2.v9i1.98.
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This work elaborates a critique of the current program of the sociology of emotions that is located in the conceptual space around the definition of society. This impacts on the good development of concepts such as social interaction and cognition, fundamental to think about the role of the social in the emotional and emotional life of the subjects, in turn affecting the development of the sociology of emotions program which currently results incomplete and insufficient to explain the relationship between emotion, individual and society.
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Hadiana, Ana, Budi Permana, and Djajasukma Tjahjadi. "Kansei Approach in Development of Application Interface Design Based on User’s Emotional Feeling." European Journal of Engineering Research and Science 4, no. 10 (October 24, 2019): 121–26. http://dx.doi.org/10.24018/ejers.2019.4.10.1566.
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The emotional feeling of User plays major role in developping a web based application software especially when designing its interface, because it is one of important part of software that has position between system and user. The better interface the better impression to attract user to use it longer. This research applied Kansei Engineering to translate what user’s emotional feeling into application interface design component in order to show what user wants about interface. Kansei words related with user emotions are used to investigate user emotions when looking at appearance of interface of software. Data questionnaires are collected and processed using multivariate analysis, and then translated into detail interface design elements. This research found that four users’ emotional feeling related to helpdesk application, and the biggest impact of emotion in designing its interface is “Harmony”.
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Gao, Yi, Zhiguo Li, and Kashif Khan. "Effect of Cognitive Variables and Emotional Variables on Urban Residents’ Recycled Water Reuse Behavior." Sustainability 11, no. 8 (April 12, 2019): 2208. http://dx.doi.org/10.3390/su11082208.
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Urban residents’ perception of recycled water reuse is the foundation for the realization of recycled water reuse behavior. However, even though the perception factor is equipped, it does not mean that urban residents will use recycled water continuously for sure. Therefore, in this research, the authors try to put cognitive factors and emotional factors into a unified behavioral process. Based on this theory framework, the paper will interpret the initiation, formation and continuing process of recycled water reuse behavior of urban residents. On the basis of previous studies, this study established a theoretical model to study the influence of cognitive factors and emotional factors on recycled water reuse behavior of the residents. Based on the data of 325 samples, the direct and indirect relationship between the variables in the model is verified through path analysis and mediation analysis. The empirical results show that: firstly, the urban residents’ perception of recycled water reuse can activate their emotion for recycled water, and the emotion includes both positive emotion and negative emotion; secondly, although the recognition of recycled water can stimulate both positive and negative emotional factors, there are great differences between positive and negative emotions on the initiation, formation and sustainability of recycled water behavior. Negative emotion has a certain effect on the initiation of recycled water reuse behavior, but it has no significant effect on the formation and sustainability of recycled water reuse behavior. By contrast, positive emotion has no significant effect on the initiation of recycled water reuse behavior, but it has a significant effect on the formation and sustainability of recycled water reuse behavior. That is to say, at different stages, the recycled water reuse behaviors are affected differently by positive emotions and negative emotions. Thirdly, compared with negative emotional variables, positive emotions have a greater impact on individual recycled water reuse behavior. Positive emotional variables can significantly mediate the impact of cognitive variables on recycled water reuse behavior habits. In other words, positive emotions play a vital role in the sustainability of recycled water reuse.
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Na, Ji Young, Krista Wilkinson, and Jiali Liang. "Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence." American Journal of Speech-Language Pathology 27, no. 1 (February 6, 2018): 24–36. http://dx.doi.org/10.1044/2017_ajslp-16-0058.
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Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076
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Ulloa, Maria, Ian Evans, and Linda Jones. "The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study." Escritos de Psicología - Psychological Writings 9, no. 1 (May 1, 2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.
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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.
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Vrtana, David, Anna Krizanova, Eva Skorvagova, and Katarina Valaskova. "Exploring the Affective Level in Adolescents in Relation to Advertising with a Selected Emotional Appeal." Sustainability 12, no. 19 (October 8, 2020): 8287. http://dx.doi.org/10.3390/su12198287.
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The correlation and perception of advertising on adolescents have been shown to be a key factor in the survival of subjective emotional states. In this research, we map the affective level in relation to emotions in the context of assessing the marketing advertisement “Man on the Moon” by John Lewis company. We assess how an emotional appeal affects adolescents in various areas of the Slovak Republic, following several crucial demographic features of respondents. We examined the affective level by means of a psychodiagnostic tool in the form of a standardized tool of the scale of subjective emotional habitual well-being. To measure the emotional component of subjective well-being, we used descriptive words that expressed experienced emotions and feelings. From the collected data, we determined the frequency of positive and negative mood and verified the dependence between the variable region and emotion. We used Pearson’s chi-square test. When evaluating the data, we found dependencies between the categorical variable region and emotion. We did not find a relationship between the variable gender and emotion. The geographical division within the national market has an impact on the experience of positive and negative emotions when looking at advertising with an emotional appeal to the story.
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Stapinski, Lexine A., Maree J. Abbott, and Ronald M. Rapee. "Development and Validation of the Affect Intolerance Scale to Assess Maladaptive Beliefs and Avoidance of Emotion." Behaviour Change 31, no. 3 (August 13, 2014): 205–21. http://dx.doi.org/10.1017/bec.2014.13.
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Cognitive processes are considered integral to the conceptualisation of emotional disorders and distress. Contemporary models have emphasised the importance of individual differences in the interpretation of internal events, including emotions. Maladaptive beliefs about emotional experience may motivate unhelpful control strategies, and impact negatively on psychological wellbeing. Building on existing measures of emotion, an integrative scale was developed to assess a range of maladaptive beliefs about the experience of negative emotions. Psychometric evaluation provided preliminary support for the reliability and validity of the Affect Intolerance Scale (AIS). Furthermore, the scale demonstrated a unique relationship with clinical symptomatology (i.e., depression, anxiety, stress and worry) above and beyond existing measures assessing dimensions of emotional experience. Potential utility of the measure for clinical practice and avenues for future research are discussed.
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Compare, Angelo, Cristina Zarbo, Edo Shonin, William Van Gordon, and Chiara Marconi. "Emotional Regulation and Depression: A Potential Mediator between Heart and Mind." Cardiovascular Psychiatry and Neurology 2014 (June 22, 2014): 1–10. http://dx.doi.org/10.1155/2014/324374.
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A narrative review of the major evidence concerning the relationship between emotional regulation and depression was conducted. The literature demonstrates a mediating role of emotional regulation in the development of depression and physical illness. Literature suggests in fact that the employment of adaptive emotional regulation strategies (e.g., reappraisal) causes a reduction of stress-elicited emotions leading to physical disorders. Conversely, dysfunctional emotional regulation strategies and, in particular, rumination and emotion suppression appear to be influential in the pathogenesis of depression and physiological disease. More specifically, the evidence suggests that depression and rumination affect both cognitive (e.g., impaired ability to process negative information) and neurobiological mechanisms (e.g., hypothalamic pituitary adrenal axis overactivation and higher rates of cortisol production). Understanding the factors that govern the variety of health outcomes that different people experience following exposure to stress has important implications for the development of effective emotion-regulation interventional approaches (e.g., mindfulness-based therapy, emotion-focused therapy, and emotion regulation therapy).
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Grishina, A. V., O. M. Isaeva, and S. Yu Savinova. "EMOTIONAL INTELLIGENCE OF HR-MANAGEMENT STUDENTS." Vestnik of Minin University 6, no. 2 (July 14, 2018): 16. http://dx.doi.org/10.26795/2307-1281-2018-6-2-16.
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Introduction:Emotional intelligence is one of the key abilities of the modern managers and HR managers. Efficiency of the employees and the employer's brand depend on the level of HR‘s emotional intelligence. In this study we tried to assess the level of emotional intelligence among students studying Human Resources Management at HSE in Nizhny Novgorod. The study involved 78 students: 56 people (71.79% of the total sample) were undergraduate students and 22 people (28.21% of the total sample) were master level students.Materials and methods:To measure the level of emotional intelligence we used the Test of emotional intelligence, developed by Professor E.A.Sergienko and E. A. Hlevnaya on the basis of the theoretical model of emotional intelligence as the ability of Mayer, J.D., Salovey, P. and Caruso, D.R.Results:According to the results, the average values of general emotional intelligence and the main scales of emotional intelligence are at the level of competence. The highest rate is observed on the scale of the Emotion Management (M=102.46). Lower indicators characterize the scale of the Use of emotions (M=95,61). 64.10% of the respondents are characterized by an average level of the development of the ability to understand and rule emotions; 56.41% of students have a high level of development of the ability to perceive, identify their emotions and emotions of the others; 38.46% have a low level of development of the ability to use emotions to solve problems. The growth of indicators of emotional intelligence from Bachelor to Master Degree in all branches of emotional intelligence is noted.Discussion and Conclusions:This article is largely a statement of the problem of emotional intelligent research and development of - HR-management students in terms of their professional training, development the professional competencies.
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Jones, Sally, and Sarah Underwood. "Understanding students’ emotional reactions to entrepreneurship education." Education + Training 59, no. 7/8 (August 14, 2017): 657–71. http://dx.doi.org/10.1108/et-07-2016-0128.
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Purpose The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.
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Spasova, Vasilena. "PROJECTS FOR PROACTICE EDUCATIONAL TECHNOLOGY FOR DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRESCHOOL AND HIGHER EDUCATION." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 327–32. http://dx.doi.org/10.35120/kij3002327s.
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The inclusion of emotional education at every stage of a person's learning process is becoming increasingly popular and recognizable in the field of education sciences nowadays. The paper presents two proactive educational technologies for the development of emotional intelligence. The first technology has already been tested and aims at developing the emotional intelligence of 6-7 year old children through the perception of music. The hierarchical structure of emotional intelligence provides clear consistency in the elaborate of musical tasks in proactive pedagogical technology. The methodology is aimed at identifying children's knowledge and skills to recognize, name and express emotions as the first base level and the main source of empathy formation and manifestation. “Interacting smoothly with others” appears as an ability in a process of development and at the same time as the ultimate highest result of the previous two levels - recognition and expression of emotions and empathy. At the same time, specific relations and interdependence are traced in the course of musical training to be used in favor of stimulating the development of emotional intelligence in its entirety. The second one is an on-going project whose goal is to elaborate a methodology for developing the emotional intelligence of students in the conditions of Bulgarian higher pedagogical education. This methodology is based on the principles of the constructivist approach in the context of the subject "Music projects in the kindergarten" and presents stages, tasks, expectations and effects of its potential usage. Based on that approach and starting from "four branches model" by Meyer and Salovey, the tasks that can be put into future development of learning strategies for the development of emotional intelligence of students should form skills for: 1. “Perception, Appraisal, and Expression of Emotion; 2. Emotional Facilitation of Thinking; 3. Understanding and Analyzing Emotions; Employing Emotional Knowledge; 4. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth;”
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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.
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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
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Choi, Sun Yeob. "Concept Analysis of Emotional Intelligence in Nursing." Journal of Korean Academy of Fundamentals of Nursing 28, no. 2 (May 31, 2021): 263–74. http://dx.doi.org/10.7739/jkafn.2021.28.2.263.
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Purpose: This study was done to clarify and analyze the concept of emotional intelligence in Nursing.Methods: Using the framework of Walker and Avant’s concept analysis, 60 articles on emotional intelligence were selected for this study.Results: Emotional intelligence was defined as aspects of individual recognition of emotion and relational activities of emotion. The attributes of emotional intelligence are competency to be aware, regulate, express and use nurses’ own and patients’ emotions in a therapeutic manner. The antecedents of emotional intelligence include meeting with patients, cognitive ability, empathy, modulating emotion and interpersonal skills. Consequences of emotional intelligence are forming relationship between nurse and patients, personal growth, achievement in workplace, high job satisfaction, low burnout and high quality of nursing care. The concept was clarified by presentation of model, borderline, contrary and related cases.Conclusion: This study is meaningful in that the concept and attributes of emotional intelligence are identified in the nursing area by reflecting the characteristic and the purpose of nursing. In addition, based on the results of this study, development of standardized tools to measure emotional intelligence and development of educational programs to enhance nurses’ emotional intelligence are recommended.
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He, Jing-Xian, Li Zhou, Zhen-Tao Liu, and Xin-Yue Hu. "Digital Empirical Research of Influencing Factors of Musical Emotion Classification Based on Pleasure-Arousal Musical Emotion Fuzzy Model." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 7 (December 20, 2020): 872–81. http://dx.doi.org/10.20965/jaciii.2020.p0872.
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In recent years, with the further breakthrough of artificial intelligence theory and technology, as well as the further expansion of the Internet scale, the recognition of human emotions and the necessity for satisfying human psychological needs in future artificial intelligence technology development tendencies have been highlighted, in addition to physical task accomplishment. Musical emotion classification is an important research topic in artificial intelligence. The key premise of realizing music emotion classification is to construct a musical emotion model that conforms to the characteristics of music emotion recognition. Currently, three types of music emotion classification models are available: discrete category, continuous dimensional, and music emotion-specific models. The pleasure-arousal music emotion fuzzy model, which includes a wide range of emotions compared with other models, is selected as the emotional classification system in this study to investigate the influencing factor for musical emotion classification. Two representative emotional attributes, i.e., speed and strength, are used as variables. Based on test experiments involving music and non-music majors combined with questionnaire results, the relationship between music properties and emotional changes under the pleasure-arousal model is revealed quantitatively.
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POLLAK, SETH, DANTE CICCHETTI, and RAFAEL KLORMAN. "Stress, memory, and emotion: Developmental considerations from the study of child maltreatment." Development and Psychopathology 10, no. 4 (December 1998): 811–28. http://dx.doi.org/10.1017/s0954579498001886.
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Emotion and memory are examined within a developmental framework. The point of departure for this discussion is the study of maltreated children whose traumatic experiences have been linked to difficulties in emotional development. It is suggested that cognitive processes such as memory and attention serve to link experience with emotion and emotion with psychopathology. Thus, an information processing approach is used to explain the development of maltreated children's adaptive and maladaptive coping responses. It is argued that maltreated children's association of affective stimuli with traumatic experiences and memories selectively alters the meaning of emotions for these children. More generally, the role of experience and learning as a component of emotional development is emphasized.
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Goldblatt, Hadass, Anat Freund, Anat Drach-Zahavy, Guy Enosh, Ilana Peterfreund, and Neomi Edlis. "Providing Health Care in the Shadow of Violence: Does Emotion Regulation Vary Among Hospital Workers From Different Professions?" Journal of Interpersonal Violence 35, no. 9-10 (March 28, 2017): 1908–33. http://dx.doi.org/10.1177/0886260517700620.
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Research into violence against health care staff by patients and their families within the health care services shows a rising frequency of incidents. The potentially damaging effects on health care staff are extensive, including diverse negative psychological and physical symptoms. The aim of this qualitative study was to examine how hospital workers from different professions reacted to patients’ and visitors’ violence against them or their colleagues, and how they regulated their emotional reactions during those incidents. The research question was as follows: How do different types of hospital workers regulate the range of their emotional reactions during and after violent events? Participants were 34 hospital workers, representing several professional sectors. Data were collected through in-depth semistructured interviews, which were later transcribed and thematically content analyzed. Five themes were revealed, demonstrating several tactics that hospital workers used to regulate their emotions during incidents of violent outbursts by patients or visitors: (1) Inability to Manage Emotion Regulation, (2) Emotion Regulation by Distancing and Disengagement Tactics, (3) Emotion Regulation Using Rationalization and Splitting Tactics, (4) Emotion Regulation via the Use of Organizational Resources, and (5) Controlling Emotions by Suppression. Hospital workers who experienced dissonance between their professional expectations and their emotional reactions to patients’ violence reported using various emotion regulation tactics, consequently managing to fulfill their duty competently. Workers who did not experience such dissonance felt in full control of their emotions and did not manifest responses of emotion regulation. Others, however, experienced intense emotional flooding and failed to regulate their emotions. We recommend developing health care staff’s awareness of possible emotional implications of violent incidents, for themselves as people and for their intact functioning at work. In addition, we recommend further development of health care staff training programs for coping with violent patients and enhancement of formal and informal organizational support.
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Sukhopara, Iryna. "Factors of development of emotional intelligence of junior schoolchildren in the context of a new Ukrainian school." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 296–301. http://dx.doi.org/10.33310/2518-7813-2019-65-2-296-301.
Full textAbstract:
The article reveals the role and place of emotional intelligence in the personal growth of a junior schoolboy in the context of a new Ukrainian school. The interdependence of the ability to understand their emotions and other people is indicated, manage your own emotions and success in life, profession, society. The characteristic of emotional intelligence is given, its structural components. It is noted that emotional intelligence is possible and expedient to develop already at the junior school age, determining the peculiarities of its development in this age period. The biological and pedagogical factors of development of emotional intelligence of pupils in the educational process of modern elementary school are outlined. Biological factors include the domination of the right hemisphere, the properties of temperament, the level of emotional intelligence of parents and their family income. By pedagogical: emotionality of teacher; an atmosphere of emotional comfort; emotional communication in the educational environment; partnership relations, interaction, cooperation of schoolchildren, teachers, parents; paired and group forms of work; activity, the result of which is an important result that brings joy, emotion, success; active, mobile forms of organization of educational activities that cause emotions (games, quizzes, competitions, tournaments, morning meetings, trainings, quests); emotional content of the material being studied; Visibility, which excite the feeling, causes vivid images; multimedia; a complex of exercises, tasks for the development of emotions. It is determined that the idea of development of emotional intelligence was reflected in the concept of a new Ukrainian school, in the formulation of tasks, key components, identified key competencies, organization of educational process, selection of forms and methods of training.