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Kiewisz, Tomasz Jacek. "Emotional expressiveness, emotional ambivalence and emotional control and physical well-being." Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308568.
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Sloan, Robin J. S. "Emotional avatars : choreographing emotional facial expression animation." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/2363eb4a-2eba-4f94-979f-77b0d6586e94.
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As a universal element of human nature, the experience, expression, and perception of emotions permeate our daily lives. Many emotions are thought to be basic and common to all humanity, irrespective of social or cultural background. Of these emotions, the corresponding facial expressions of a select few are known to be truly universal, in that they can be identified by most observers without the need for training. Facial expressions of emotion are subsequently used as a method of communication, whether through close face-to-face contact, or the use of emoticons online and in mobile texting. Facial expressions are fundamental to acting for stage and screen, and to animation for film and computer games. Expressions of emotion have been the subject of intense experimentation in psychology and computer science research, both in terms of their naturalistic appearance and the virtual replication of facial movements. From this work much is known about expression universality, anatomy, psychology, and synthesis. Beyond the realm of scientific research, animation practitioners have scrutinised facial expressions and developed an artistic understanding of movement and performance. However, despite the ubiquitous quality of facial expressions in life and research, our understanding of how to produce synthetic, dynamic imitations of emotional expressions which are perceptually valid remains somewhat limited. The research covered in this thesis sought to unite an artistic understanding of expression animation with scientific approaches to facial expression assessment. Acting as both an animation practitioner and as a scientific researcher, the author set out to investigate emotional facial expression dynamics, with the particular aim of identifying spatio-temporal configurations of animated expressions that not only satisfied artistic judgement, but which also stood up to empirical assessment. These configurations became known as emotional expression choreographies. The final work presented in this thesis covers the performative, practice-led research into emotional expression choreography, the results of empirical experimentation (where choreographed animations were assessed by observers), and the findings of qualitative studies (which painted a more detailed picture of the potential context of choreographed expressions). The holistic evaluation of expression animation from these three epistemological perspectives indicated that emotional expressions can indeed be choreographed in order to create refined performances which have empirically measurable effects on observers, and which may be contextualised by the phenomenological interpretations of both student animators and general audiences.
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Turß, Michaela. "Emotional understanding." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2013. http://dx.doi.org/10.18452/16836.
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Im Rahmen des Leistungsansatzes von emotionaler Intelligenz sehen Mayer und Salovey (1997) Emotionsverstaendnis als Voraussetzung für Emotionsregulation. Es sollte nützlich sein zu wissen, wie man sich in bestimmten Situationen fühlen wird. Zur Messung werden unter anderem Vignetten eingesetzt, in denen Emotionen für hypothetische Situationen vorhergesagt werden. Im Gegensatz dazu postulieren Gilbert und Wilson (2003) charakteristische Fehler bei affektiven Vorhersagen, die motivational günstig sind. In der vorliegenden Arbeit wird die Akkuratheit emotionaler Vorhersagen im natürlichen Umfeld untersucht, um dessen adaptiven Wert zu beurteilen. Zunächst sollten Beamtenanwärter ihre Emotionen in einer bedeutenden Testsituation vorhersagen (N=143). Dann wurden studentische Arbeitsgruppen (180 Mitglieder in 43 Gruppen) gebeten, Gefühle zwischen den Mitgliedern zu prognostizieren (Zuneigung, Zufriedenheit mit der Zusammenarbeit, Freude und Ärger). Akkuratheit wurde als geringer Bias (euklidische Distanz) und hohe Korrespondenz (Profilkorrelation) definiert. Das Round Robin Design der zweiten Studie ermöglichte die Varianzzerlegung der Akkuratheit nach Cronbach (1955). In beiden Studien ist ein niedriger Bias adaptiv in Hinblick auf harte Kriterien, auch inkrementell über Intelligenz und Persönlichkeit hinaus. Bias hing teilweise mit Allgemeinwissen zusammen, aber nicht mit Intelligenz. Zusammenhänge zu emotionaler Intelligenz waren inkonsistent. Die Akkuratheit als Korrespondenz ist theoretisch interessant aber deutlich weniger reliabel. Auf Gruppenebene konnte die Korrespondenz Kriterien vorhersagen, aber es zeigte sich keine inkrementelle Validität. Zukünftige Forschung sollte sich auf spezifische Situationen und spezifische Emotionen konzentrieren sowie die Prozesse untersuchen, die emotionalen Vorhersagen zugrunde liegen.<br>In the ability model of emotional intelligence by Mayer and Salovey (1997), emotional understanding is a prerequisite for emotion regulation. Knowing which emotions occur in which situations should be beneficial and adaptive. One of the subtests for emotional understanding asks for likely emotional reactions in hypothetical situations. In contrast, Gilbert and Wilson (2003) argue that characteristic biases in affective forecasting are adaptive. The current thesis aims to measure accuracy of emotional predictions in a natural setting and examines its adaptive value. In the anxiety study, public officials were asked to predict future emotions in an important test (N=143). The second study focused on freshman student work-groups (N=180 in 43 groups). Group members predicted interpersonal feelings for each other (affection, satisfaction with the collaboration, fun, and anger). In both studies, accuracy of emotional predictions is defined as low bias (i.e. Euclidean distance) and high correspondence (i.e. profile correlation). The round robin design in the work-group study also allows to decompose accuracy following Cronbach (1955). In both studies, a low bias was adaptive in terms of strong criteria, also incrementally over and above intelligence and personality alone. Accuracy was partly related to general knowledge but not to intelligence. Associations to emotional intelligence were inconsistent. Accuracy as correspondence is theoretically interesting but much less reliable. There is some evidence for its adaptive value on a group level but no indication of incremental validity. Future research should focus on specific situations and specific emotions. Also, processes underlying affective forecasts should be evaluated in detail.
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Barger, Patricia B. "TOWARDS EXPLAINING EMOTIONAL LABOR: THE ROLE OF EMOTIONAL DISCREPANCIES." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1161882333.
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Farrow, Danielle S. "Emotional intelligence and coping in a high emotional labour occupation /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19386.pdf.
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Thornton, Shay. "Emotional attachment to nonprofit theatre organizations| Identifying emotional attachment antecedents." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524169.
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<p> This thesis, presented in partial fulfillment of the requirements for the degree of Master of Business Administration/Master of Fine Arts in Theatre Management, identifies the antecedents of emotional attachment to the theatre industry and specific organizations. The five identified antecedents of theatre emotional attachment are: social bonding, audience co-creation of value, escapism, cannon of work, and organizational culture. These emotional attachments can be leveraged through marketing efforts to increase the lifetime value of a patron and raise the overall profitability of the theatre organization. </p>
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Gardner, Kathryn Jane. "Ability emotional intelligence, trait emotional intelligence and borderline personality disorder." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.
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This thesis explored convergent, discriminant, concurrent and incremental validity of four Emotional Intelligence (EI) measures examined were one ability EI measure (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]); and three self-report/trait EI measures (Schutte Emotional Intelligence Scale [SEIS], Multidimensional Emotional Intelligence Assessment [MEIA] and Trait Emotional Intelligence Questionnaire [TEIQue]). Participants (N = 307) were drawn predominantly from community and student populations. The MSCEIT showed reasonably good validity, although there were only small amounts of incremental validity in predicting psychologica flunctioning of the trait EI measures the SEIS and MEIA performed similarly well, although the former was more distinctive from personality. The TEIQue produced mixed findings: the factors tructurew as inconsistent with the theoreticals tructure (preliminarya nalyses) but incremental validity was favourable. Placed within a theoretical context, results confin-n the distinctiveness of ability andt rait El. In addition, the trait EI measures appear to be assessing the same latent variable, although some small subscale level correlations question this conclusion. Findings also question whether a ll components of ability EI are assessing a type of intelligence, but suggest that trait EI has utility as a personality measure beyond the Big Five. Based on Study 1, the MSCEIT and SEIS were selected for use in more explanatory research. Study 2 (N = 523) examined the role of ability and trait EI in Borderline Personality Disorder (BPD), a disorder that may be attributable to emotion dysregulation. Consistent with this, poor emotion regulation (ability and trait EI) was especially characteristic of non-clinical BPD adults, as were poor emotional understanding and trait emotion perception. Strong evidence was lacking for a differential role of ability El in the disparate BPD feature/criteria, whilst trait EI was most related to 'affective and self dysregulation'. Findings also suggest that low trait emotion regulation is a possible contributing factor to BPD and eating disorder. These findings extend past work regarding the emotional skills and traits of non-clinical persons with BPD features. The greater role of ability and trait emotion manage menitn BPD is consistent with Linehan's (1993a, 1993b) emotion dysregulation theory of the disorder.
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Izountouemoi, Anna. "Emotional Sensitivity, Emotional Expressivity and Dance expertise: A comparative study." Thesis, Mittuniversitetet, Institutionen för psykologi och socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41180.
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Carr, Blaine Hart. "Emotional factors in mental and emotional stress-induced cardiac ischemia." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3025002.
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Rigby, Selane. "Cancer : emotional experiences." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/123527/.
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Cancer can have major implications for those who receive a diagnosis, not only as a result of its physical impact, but its emotional one. The emotional impact can not only be distressing in itself, it can also affect behaviour and therefore, has been linked to poorer treatment adherence. The experience of difficult self-directed emotions, such as guilt, shame and disgust have provoked particular interest, particularly due to their association with rejection and avoidance. Therefore, insight into how and when these emotions are experienced within the cancer treatment journey are important to understand, in order that optimum support can be provided. The first paper is a thematic synthesis that explores the emotional experiences of people undergoing cancer treatment with a curative intent. The synthesis is structured by a sequential framework of four key transition points within the cancer journey, and the emotional experiences synthesised within each one. The temporal transition points were: Being diagnosed and facing treatment; Getting rid of cancer; Changed body and stigma; Reflections on the emotional journey having completed treatment. The synthesis demonstrates how emotions and feelings evolve and change in type, frequency and intensity across the curative cancer journey. The second study uses narrative analysis methodology to explore difficult self-directed emotions throughout cancer treatment and into recovery. The analysis focuses on how and when the emotions of disgust, guilt, shame and fear arise, as well as resulting changes to the sense of self. The findings demonstrate how many factors, such as relationships, current stressors, past experiences and resources (personal and systemic) can impact on emotional experiences. The critical appraisal focuses on strengths and weaknesses of the studies, particularly in relational to emotional research considerations more generally.
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Warwick, JanetteKaye. "Emotional intelligence is ...? /." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsw299.pdf.
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Sheredos, Benjamin. "Motivating Emotional Content." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/philosophy_theses/51.
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Among philosophers of the emotions, it is common to view emotional content as purely descriptive – that is, belief-like or perception-like. I argue that this is a mistake. The intentionality of the emotions cannot be understood in isolation from their motivational character, and emotional content is also inherently directive – that is, desire-like. This view’s strength is its ability to explain a class of emotional behaviors that I argue, the common view fails to explain adequately. I claim that it is already implicit in leading theories of emotion elicitation in cognitive psychology – “appraisal theories.” The result is a deeper understanding of emotional intentionality. Employing Peter Goldie’s “Feeling Theory” of the emotions as an example of the common view, I suggest that emotional feelings, too, should be understood on this model: emotional feelings toward items in the world cannot be disentangled from felt motivation.
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Raynolds, Nicholas. "the emotional plague." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3773.
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The artist discusses his Master of Fine Arts thesis exhibition “the emotional plague” held at the Reese Museum in Johnson City, Tennessee from March 2nd through March 27th, 2020 in which he examines a number of literary and invented narrative subjects influenced by science fiction, Surrealism and the current political climate in an attempt to reconcile the social and the personal through the creative act.
Largely improvisational in their conception, the paintings and drawings in this exhibition reflect ideas derived from writers, thinkers and artists including Wilhelm Reich, J.G. Ballard, W.S. Burroughs and Goya, all distilled through the uncertain territory of Raynolds’ personal, internal landscape. He utilizes an amalgam of characters, tropes, and stories as metaphorical expressions of social psychosis and decay.
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Burdzy, Donna. "Sacred Emotional Scale." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395415876.
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Forseth, Ulla. "BOUNDLESS WORK : Emotional Labour and Emotional Exhaustion in Interactive Service Work." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for sosiologi og statsvitenskap, 2001. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5308.
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Jensen, Halfdan Hauch. "Emotional Chairs - A study of how emotional objects enter our lives." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22910.
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This thesis is a design study of how everyday objects with embedded digital emotionality can be expected to be accepted into peoples lives. Through the design and evaluation of a chair and a stool with digital emotional features, the project explores the way these objects are given presence, and let into peoples lives. By placing them in the homes of volunteers for a shorter time, the project zooms in on the initial meeting with more emotional everyday objects. The project defines the creation of personality and narratives around the objects as being good design assets in designing for emotional relations. Further it states, and discusses, how balancing detailing and open/ended design features are important in both a general design perspective and when creating personality and narratives.
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Becker, Cecily J. "Examining the Fit Between Emotional Job Demands and Employee Emotional Abilities." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1245273016.
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McLaughlin, Erin B. "An Emotional Business: the Role of Emotional Intelligence in Entrepreneurial Success." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115117/.
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Successful entrepreneurial activity is important for a healthy economy and can be a major source of job creation. While the concept of entrepreneurship has been around for quite some time, researchers continue to explore the factors that underlie entrepreneurial performance. Specifically, researchers have sought to further examine why some entrepreneurial ventures are more successful than others. the concept of emotional intelligence (EI) has gained the attention of researchers and practitioners alike. Practitioners have realized that employees can no longer be perceived as biological machines that are capable of leaving their feelings, norms, and attitudes at home when they go to work. Researchers are embracing the concept of emotional intelligence because of its relationship with efficiency, productivity, sales, revenues, quality of service, customer loyalty, employee recruitment and retention, employee commitment, employee health and satisfaction, and morale. While there is considerable evidence documenting the effects of emotional intelligence on leadership performance, job performance in large firms, and educational performance, very little research has examined how emotional intelligence affects entrepreneurial performance and the variables that account for this relationship. Individuals in entrepreneurial occupations face business situations that necessitate unique skills and abilities in social interactions. Emotional intelligence has implications for entrepreneurial situations and social interactions such as negotiation, obtaining and organizing resources, identifying and exploiting opportunities, managing stress, obtaining and maintaining customers, and providing leadership. the primary purpose of this study is to investigate emotional intelligence in the context of entrepreneurship. in addition, the study will shed light on the mediating effects of individual competencies, organizational tasks, and the environmental culture and climate. the results of the study provide insights for emotional intelligence researchers, entrepreneurship researchers, individuals with entrepreneurial aspirations, academic institutions, as well as government and financial entities that provide resources to new ventures.
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Johnson, Patricia Lynn. "The Influence of Individual Differences on Emotional Processing and Emotional Memory." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5245.
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Emotional material is better remembered than neutral material and some suggest this is reflected in different Event Related potentials (ERPs) to affective stimuli by valence. Inconsistent results may be due to individual differences, specifically the behavioral inhibition/behavioral activation (BIS/BAS) motivational system. This study sought to examine the relationship between motivational systems, emotional memory, and psychophysiological response to emotional pictures. While using EEG recording, subjects were shown 150 affective pictures and given a recall and yes/no recognition task after a 20 and 30-minute delay, respectively. Overall, differences were found by valence, but not consistently based on individual trait. Controlling for arousal and mood, results did not support previous research that suggested high BIS was more responsive to negative pictures while higher BAS was more responsive to positive images. The role of ERP methodology and arousal are discussed, along with future directions.
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Crosby, Robert S. "Effect of Emotional Experiences on Emotional Intelligence Among U.S. Military Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/2965.
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Military veterans may have constructive skills and abilities in emotional intelligence (EI) that assist in managing emergencies, crises, and relationships. However, according to U.S. government-employment statistics, the joblessness rate of military veterans is up to 400% higher than that of nonveterans. The paucity of research conducted on the relationship between EI and prolonged intense emotional experiences, such as those experienced during military deployments, lessens the abilities of these veterans to market their EI skills in the pursuit of employment. The purpose of this quantitative nonexperimental survey study was to observe, evaluate, and compare the Wong and Law Emotional Intelligence Scale scores of military veterans regarding combat or humanitarian mission experience. The research questions addressed whether military leaders with combat or humanitarian mission experiences score higher on EI tests than veterans without deployment experience. The Mayer and Salovey EI model, experiential learning theory, and general causation theory served as the theoretical basis for this study. Data accrued from 132 randomly selected military leaders, analyzed through an analysis-of-variance test and the Welch test of equality of means, indicated a significant statistical relationship between a combination of combat and humanitarian mission experience and EI scores, F(1, 59.506) = 38.062, p < .05. This result indicates that veterans with both combat and humanitarian mission experiences have increased EI scores when compared to veterans without combined combat and humanitarian mission experiences. All other hypotheses were statistically insignificant. The results may help veterans decrease the disparity in joblessness rates compared with those among nonveterans and may aid human resource managers to locate competent candidates for employment.
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Ogbaselase, Feven Asresehei. "Emotional suppression and emotional inertia: Two potential mediators for the relation between negative family emotional climate and adolescent depressive symptoms." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533050401691587.
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Llewellyn-Nash, Ian. "From emotional intelligence to emotional wisdom : exploring stories of emotional growth in the lifeworlds of student nurses : a qualitative study." Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/4070/.
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Reframing Emotional Intelligence as Emotional Wisdom: This research has investigated the motif of emotional wisdom (EW) within a group of female nursing students in one United Kingdom (UK) University, through my perspective as a nurse educator. The provision of effective quality nursing care according to the DOH, (2012) Compassion in Practice policy document identified six fundamental values of nursing: care, compassion, competence, communication, courage and commitment. Nursing practice is predicated on the presence of nurse education that is directed towards developing a safe and competent practitioner. Henderson (2001) and De Lambert (1998) have stated that nursing practice cannot be separated from the affective state of the nurse carrying out nursing care. The nursing literature suggests that EI has a role to play in nurse education, (Cadman & Brewer, 2001, McQueen, 2004, Freshwater & Stickley 2004), a role that is possibly underplayed. Using a qualitative research methodology grounded on a partnership based heuristic, [which is an adaptation of Moutakas’s (1990) methodology]; the study seeks to understand the lived experience of emotional intelligence (EI) of both myself as a nurse educator and those of nursing students. It suggests that a more meaningful way to apply EI within the context of learning and developing as nurses is as emotional wisdom (EW). Aim: to explore the lived experience of EI amongst a group of student nurses Method: a qualitative exploration drawing on Moustakas (1990), which holds the experiences of myself as the researcher, alongside the experiences of a group of nursing students as central to understanding what it is like to be an emotionally intelligent nurse. Findings: the data analysis uncovered four main themes relating to the lived experience of EI among us as a research group: Confronting the Nemesis of Kinsfolk Legacy. This focused on the impact of past emotional events in the development of the study participant in shaping her current emotionally intelligent identity Apprehending the Affective Learning Spaces. This theme explored the learning of emotions and emotional management of self and patients within the ‘classroom’ and the clinical setting pointing to a learning gap between those domains, which was rooted in a lack of emotional preparedness in the university. Authenticity of Being: Occupying Two Worlds. This explored the two domains in which the neophyte nurse found herself coming to an understanding and negotiated role clarity as to whom she was whilst learning as a nurse student and who she was as a daughter, mother, partner. Being Fully Present. This theme explored the data around the experience of learning to be emotionally attuned, or attentive to the patient. These findings are discussed within a creative synthesis and a summary of learning from the study. This seeks to proffer a potential model through which emotionally wise learning might be mediated within nurse education to future nursing students. In presenting such however, I am also offering up these findings with an invitation to you as the reader to determine if your own experiences find resonance with these accounts. Possible implications of the study within the field of nurse education: • Discussion concerning the use of EI measures as an additional recruitment marker to nurse education programmes • A pedagogical approach to nurse education predicated on an EW curricula • Recognition of an ontological oriented curricula in nurse education as a means to enhancing self-awareness.
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Haman, Mary Kathryn. "Experiencing emotional labor: an analysis of the discursive construction of emotional labor." Texas A&M University, 2005. http://hdl.handle.net/1969.1/5005.
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This study analyzes how employees at a university recreation center discursively
construct their experiences of emotional labor, how they conceptualize such behavior in
terms of displaying unfelt emotions and faking in good and bad faith, and what these
discursive constructions reveal about their perceptions of authenticity. The findings
demonstrate that workers construct emotional labor as a natural ability and as performing
a role. People who construct emotional labor as a natural ability depict themselves as the
controller of their workplace emotion. They display unfelt emotions in good faith when
they do so to uphold anotherâÂÂs face, and they believe that they possess a true self.
Employees who construct emotional labor as performing a role view their supervisors as
controller of their workplace emotion. They fake emotions in good faith when doing so
uphold their own face, and they fake in bad faith when it upholds the face of a co-worker
who they feel needs to be disciplined. These people do not possess a sense of authentic
self. They view themselves as multi-faceted and they say that they use social
comparison to determine how to behave in particular situations. These findings reveal
previously unexplored complexities in scholarsâ conceptions of emotional labor and
authenticity.
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Wilfert, Bridget. "Emotional Intelligence and Social Skills: Studying Students with Emotional-Behavioral Disability (EBD)." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/435.
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Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence." Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006.<br>"July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
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Cox, Georgina Rose. "Using Emotional and Autobiographical Material to Study Facial EMG, Subjective Emotional Experience." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489710.
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This thesis examined the effect ofdysphoria on emotional experience and memory processes using standardised emotion-eliciting stiinuli and Autobiographical Memories (AMs). In the first two experiments, facial Electromyographic (EMG) responses were recorded whilst participants viewed emotional stimuli. Facial EMG responses were found to be influenced by the category of stimulus type used, as well as the ratings of emotional content. In addition, facial EMG responses were found to be different for participants who were actively appraising the stimuli, compared to participants who were viewing them passively. In the next study, the effect of dysphoria on facial EMG responses and self-reported emotional experience was investigated. Although there were few differences between dysphoric and non-dysphoric individuals in their facial EMG responses or subjective emotional experience when confronted with emotional stimuli, differences were found in participants' AMs. Although memory for experimentally-presented emotional stimuli did not differ between the two groups, dysphoric individuals displayed mood-congruent memory biases when recalling AMs, verbally describing negative AMs using a higher proportion of negative emotion words, and recalling a low proportion of specific AMs compared with non-dysphoric individuals. To extend the AM finding, a personally relevant emotion-eliciting task was developed and tested on normal participants. This methodology was refined in a final study which investigated the effect of dysphoria on emotional experience and mood-congruent memory recall of AMs. During the recall ofAMs, dysphoric individuals displayed a number of heightened negative emotional responses and to a lesser degree, blunted positive emotional responses, compared with non-dysphoric individuals. However, the two groups did not differ in the amount of specific AMs that they recalled. Taken together, the results from these studies emphasize the degree to which emotional responses in both dysphoric and non-dysphoric participants differ depending on the type of stimuli used, and the exact task being performed.
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Zhu, Wan Li 1981. "Emotional news : how emotional content of news and financial markets are related." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17973.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.<br>Includes bibliographical references (leaf 60).<br>We present here a first step towards developing a quantitative model that relates investor emotions to financial markets. We used Wall Street Journal articles as a proxy of investor emotions on a "macro" level. We measured the emotional characteristic of the article texts quantitatively through content analysis to arrive at a daily set of emotional and subject category scores. After establishing the statistical and informational validity of these scores, we ran correlations and regressions between the daily category scores and broad market indices variables such as return, volume, and volatility to determine whether there is a relationship. We found that negative emotions are more strongly correlated with market variables than positive emotions. We also found that markets are a better predictor of emotions than emotions of markets. There also appears to be a stronger relationship between emotions and market volatility than with market returns. In investigating the source of the correlations, we found that the most extreme category scores are responsible for driving the bulk of the correlations. Event study results suggest that there is a stronger relationship between negative events and negative emotions than between positive events and positive emotions. A challenge we encountered that remains to be fully addressed is how to integrate our interpretation of the analysis results into our understanding of the link between emotions and financial markets from a causal and psychological perspective.<br>by Wan Li Zhu.<br>M.Eng.
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Bowling, Alexandra J. "Emotional Interference: The Impact of Task-relevant Emotional Stimuli on Cognitive Performance." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1429958352.
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Bonillo, Danette Bonfield. "Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601857.
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<p> The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations. </p><p>
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Huckeba, Jennifer. "Emotional response to beauty." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009421.
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Angelica, Lim. "MEI: Multimodal Emotional Intelligence." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188869.
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Walker, Alison. "Emotional intelligence in adolescents." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435323.
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Smith, Kirsten Ailsa. "Exploring personalised emotional support." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.
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This thesis explores how a computer could facilitate emotional support, focusing on the user group of informal carers. Informal carers are people who provide regular mental or physical assistance to another person, who could not manage without them, without formal payment. They save the UK £132 billion per year. However, many carers find themselves isolated by their caring commitments and may suffer from mental and physical health problems. Good emotional support can help reduce the negative effects of stress. We explore how an Intelligent Virtual Agent (IVA) could provide suitable emotional support to carers; how this emotional support should be adapted to the situation and personality of the carer; and how to add emotional context to support messages. To do this, we create a corpus of emotional support messages of different types and devise an algorithm that selects which type of emotional support to use for different types of stress. We investigate whether to adapt emotional support to personality, developing a novel method of measuring personality using sliders. We explore the identity of the support-giver and find that this affects the perceived supportiveness of an emotional support message. We investigate how emoticons add emotional context to messages, developing a proposed set of emoticons that depict core emotions that people use online. We find that gift emoticons can be used to enhance emotional support messages by representing an effort to 'cheer up' the carer. Finally, we explore how emotional support messages could be used by an IVA in six interviews with carers. Overall, we find that an IVA that helps a carer keep in contact with their personal social network and offers emotional support messages would be well-received by carers, but further work needs to be done to implement it within the framework of existing social media.
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Golubenko, Juliana. "Emotional intelligence among leaders /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg629.pdf.
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Axelrod, Lesley Ann. "Emotional recognition in computing." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5758.
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Emotions are fundamental to human lives and decision-making. Understanding and expression of emotional feeling between people forms an intricate web. This complex interactional phenomena, is a hot topic for research, as new techniques such as brain imaging give us insights about how emotions are tied to human functions. Communication of emotions is mixed with communication of other types of information (such as factual details) and emotions can be consciously or unconsciously displayed. Affective computer systems, using sensors for emotion recognition and able to make emotive responses are under development. The increased potential for emotional interaction with products and services, in many domains, is generating much interest. Emotionally enhanced systems have potential to improve human computer interaction and so to improve how systems are used and what they can deliver. They may also have adverse implications such as creating systems capable of emotional manipulation of users. Affective systems are in their infancy and lack human complexity and capability. This makes it difficult to assess whether human interaction with such systems will actually prove beneficial or desirable to users. By using experimental design, a Wizard of Oz methodology and a game that appeared to respond to the user's emotional signals with human-like capability, I tested user experience and reactions to a system that appeared affective. To assess users' behaviour, I developed a novel affective behaviour coding system called 'affectemes'. I found significant gains in user satisfaction and performance when using an affective system. Those believing the system responded to emotional signals blinked more frequently. If the machine failed to respond to their emotional signals, they increased their efforts to convey emotion, which might be an attempt to 'repair' the interaction. This work highlights how very complex and difficult it is to design and evaluate affective systems. I identify many issues for future work, including the unconscious nature of emotions and how they are recognised and displayed with affective systems; issues about the power of emotionally interactive systems and their evaluation; and critical ethical issues. These are important considerations for future design of systems that use emotion recognition in computing.
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Hawker, Sheila Elizabeth. "Counselling as emotional labour." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264690.
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Ståhl, Anna. "Designing for Emotional Expressivity." Licentiate thesis, Computer Systems Laboratory, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:ri:diva-21159.
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In our daily lives we communicate emotions not only in face-to-face situations, but also in the digital world. When communicating emotions to other people we are not always aware of exactly what we are expressing. Emotions are communicated not only by the actual words we say, but through physical expressions like gestures, body posture and tone of voice. Designing for emotional expressivity requires a design that can capture the characteristics of emotions as well as the subjective experiences. This design should also mirror the communicative reality that we live in and open up for personality, context and situation to be expressed. In order to explore emotional communication in the digital world we have designed, implemented and evaluated eMoto, a mobile service for sending text messages that can be enhanced with emotional content. In this thesis we will present a detailed description of the design process, including user studies, leading to the design of the emotional expressivity in the eMoto prototype. Through the use of a body movement analysis and a dimensional model of emotion experiences, we arrived at the final design. The service makes use of the sub-symbolic expressions; colours, shapes and animations, for expressing emotions in an open-ended way. The results from the user studies show that the use of these sub-symbolic expressions can work as a foundation to use as a creative tool, but still allowing for the communication to be situated. The inspiration taken from body movements proved to be very useful as a design input. From the design process and the user studied we have extracted four desirable qualities when designing for emotional expressivity: to consider the media specific qualities, to provide cues of emotional expressivity building on familiarity, to be aware of contradictions between the modalities, and to open for personal expressivity. Incorporating these qualities open up for more expressivity when designing within this area. The actual design process is itself another example that can be used as inspiration in future designs aiming at emotional expressivity.
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Meers, Molly R. "Emotional Eating in Preschoolers." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276179789.
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Mulvaney, Sheila 1963. "Alexithymia and emotional memory." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291682.
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The construct of alexithymia was examined using factor analyses and a modified Crovitz-Robinson autobiographical memory technique. Results indicated a two-factor solution to the Toronto Alexithymia Scale. Subjects high in alexithymic characteristics were actually faster at recalling emotional events. They also reported more intense emotional experience at time of encoding but not at time of recall, showed a more complex emotional profile for their memories, but a greater number of response failures. When factor scores from principal components analyses were used to predict the above variables opposite results were obtained. Factor 1 and factor 2 scores showed very different patterns of relationships with the variables. It is proposed that the first factor found contains the "core" alexithymia characteristics. The breakdown of alexithymic characteristics and their differential relationship to the present cognitive task are discussed.
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Park, Hyeyoung Helen. "Determinants on Mechanism of Emotional Marketing| Emotional Intelligence, Perception of Emotional Labor' Action, Efficacy and Customer' Coping Strategy on Customer Satisfaction." Thesis, Oklahoma State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598952.
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<p> This study was to examine to identify the determinants on mechanism of emotional marketing in the restaurant business. The previous studied mostly examined to find out the service failure from the service qualities by service employees and by the service facilities. Limited studies were conducted to identify the service failure based on the emotional relationships among customers' emotional intelligence, and interactions to recover service failure from emotional labors as well as from customers. </p><p> The purposes of this study were conducted three steps. First, this study examined to identify how different characteristics of customer' characteristics of emotional intelligence such as perceiving emotion, social management, understanding emotion, use of emotion, and managing emotion can interact with 1) customer' perception on emotional labor' acting-out (deep and superficial), 2) customer' efficacy (for self and for other), 3) customer' coping strategy (emotional coping focus and problem coping focus) under unexpected service failure circumstances. Secondly, these three major theoretical constructs were tested to identify the statistical associations with customer' participation and satisfaction. Lastly, the group differences were conducted to test the mean differences between gender in customer' emotional intelligence, ethnicity, nationality and interactions between ethnicity and nationality. </p><p> The total of 598 responses was used for the group differences and the final structural equation modeling. Independent samples t-test was used to identify the mean differences between gender, and the Multivariate Analysis of Variance (MANOVA) was conducted to test the vector differences between the two ethnicity groups and nationality origins from the western countries and the eastern countries. </p><p> The findings from the group differences explained 1) customer' emotional intelligence has statistical differences between male and female customers, 2) customer' EI had significant meanings in the vector differences among ethnicity, nationality, and interactions of ethnicity and nationality between the western countries and eastern countries. The comparative fit index of the final competing structural model was 0.918, RMSEA = 0.059, thus the overall SEM fit indices were over the cut-off of the powerful model fits. Thus, the this study identified the determinants on mechanism of emotional marketing using the theoretical constructs of EI, emotional labor's action, customer efficacy, coping strategy on customer satisfaction under unexpectedly encountered service failure and the interactions among emotional changes in the service recovery from emotional labors as well as customers. This study contributes to establish theory on how customer' different characters of the EI can associate with different emotional constructs in this studies for hospitality, tourism and service oriented industries.</p>
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Groch, Sabine [Verfasser]. "The effects of sleep on emotional memory consolidation and emotional reactivity / Sabine Groch." Lübeck : Zentrale Hochschulbibliothek Lübeck, 2013. http://d-nb.info/1029700435/34.
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Reynolds, Kenna M. "Emotional Reactivity, Emotional Restraint, and Aggression Style Patterns in a Rural Adolescent Sample." Ohio Dominican University Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1399026035.
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Somerwil, Tammy A. "Preschool Educators' Perceptions of Their Emotional Socialiser Role of Preschool Children's Emotional Competence." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405195.
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Preschool-aged children spend a large proportion of their waking hours in early childhood education and care services. The preschool years span a peak phase for children’s development of many key milestones of emotional competence. Between the ages of 2 and 5, these elements of emotional competence are playing a critical role in the successful development of social competence, and more specifically the beginnings of peer relationships. Emotional competence is critical therefore for children’s well-being, navigation of social contexts, school readiness, and long-term academic success.
It is understood that socialisation of a child’s complex emotional system occurs in each interaction a child shares with others: their parents, siblings, teachers, caregivers, and peers. During the preschool years, early childhood educators share a large proportion of the critical emotional socialiser role. However, while parents’ strategies for socialisation of their children’s emotional competence have been well researched, very little research has focussed on the pedagogy used by educators to promote young children’s emotional competence. This research aims to understand the role of the early childhood educator as a socialiser of preschool children’s emotional competence through the perspective of multiple educators. The research is directed through five research questions that investigate the perceptions of educators in their role as emotional socialisers of young children’s emotional competence.
This research was developed through a pragmatic philosophical worldview. Additionally, Bronfenbrenner’s bioecological model (Bronfenbrenner & Morris, 2006) was used as the theoretical guide underpinning this exploration due to its suitability to the subject of emotional competence co-constructed within social contexts. Using both these lenses, an explanatory sequential mixed methods study was deemed the most suitable research method. Data were collected in two phases: first, through online surveys and then focus groups. Research participants were educators of preschool children from Queensland, Australia. In this research teachers and teaching assistants are described as educators. Preschool programs in day care services and kindergarten were included.
The quantitative phase of this research analysed data from 76 participants who completed an online survey which included questions about their demographics, readiness to promote children’s emotional competence, and teaching and assessment strategies for emotional competence. The survey also included an open-response section to facilitate private responses and an invitation to engage in the focus groups that formed the second phase of this research. Only frequency and descriptive analysis were undertaken with all quantitative data. As the focus of this study was an exploration of the phenomenon, an inductive process was used to build a descriptive picture of it.
In survey responses assessing perceived readiness to promote emotional competence (scale adapted from Bouillet et al. [2014]) there was a strong level of response consistency apparent across all participants. These demonstrated the unified supportive attitudes for promoting young children’s emotional competence, such as the recognised responsibility for sharing the socialiser role and perceived competence to enact activities to promote emotional competence. There was, however, some divergence in participants’ perception of the preparation through their undergraduate education for the role of promoting emotional competence. Additionally, in survey responses to a teaching and assessment strategies scale developed by this author, participants revealed a range of preferences in teaching and assessment strategies appropriate for developing emotional socialisation in the classroom.
The qualitative data were interpreted through thematic analysis using a six-step process adapted from Braun and Clarke (2012). Interpretive analysis was also supported through a secondary latent or interpretive level of analysis using elements from Bronfenbrenner’s bioecological model. Major themes from data across five focus groups included emotional competence curriculum aims and goals, Prep environment, thoughts about the emotional socialiser role, shifts in children’s levels of emotional competence, shifts in observed parenting behaviours, sharing the emotional socialiser role with parents, supporting parents emotionally, pedagogical strategies for promoting emotional competence, educators’ emotional self-regulation strategies, supportive teams, assessment, and self-efficacy in the emotional socialiser role.
This thesis provides insight into both the perceptions of a group of experienced educators about their emotional socialiser role and also the construction of these perceptions as structured by elements of Bronfenbrenner’s bioecological model. Most significantly, this study shows how variations in perceptual constructions of concepts occur among different service teams influenced by their siloed environments and associated socioeconomic contexts. Findings from the research will potentially inform educator training programs for promoting the socialisation of preschool children’s emotional competence.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Wu, Shuwei, and 吳紓瑋. "Emotional Consistency On Emotional Brand Attachment." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97188594572891032727.
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碩士<br>義守大學<br>管理學院管理碩博士班<br>100<br>In recent years, many rebranding companies develop the link between brand and consumers' emotion to strengthen their brand emotional attachment. The purpose of this study is to delve deeper into the relationship among superior marketing characteristics, user-derived benefits, traditional customer outcomes and attachment to emotional brand. We also evaluate the moderating effect of emotional consistency.
A total of 703 questionnaires were handed out and 665 effective ones were received back, and a quantitative analysis was based on those samples. Our findings indicate that all the primary antecedents have the strongest influence on emotional attachment to brands. The results also show that consumers with high emotional consistency emphasize people's need for brand providing them with mental satisfaction. But, correspondingly, the consumers have low emotional consistency see material fulfillment as more important.
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Sukhbaatar, Baasansuren, and 蘇芭珊. "Will emotional labor influence emotional exhaustion?" Thesis, 2018. http://ndltd.ncl.edu.tw/handle/w5gvrr.
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碩士<br>義守大學<br>管理碩博士班<br>106<br>This study is to examine relationship between emotional labor and emotional exhaustion in service organizations. For the service-oriented industry, its survival will depend on how service encounters are managed. Emotion labor is management of emotion to build a publicly visible bodily and facial display. Service employees perform emotional labor in order to deliver high quality service. Emotional exhaustion is a worker’s state of energy depletion and lack of emotional resources (Cordes & Dougherty, 1993; Maslach & Jackson, 1981). We used focus group interview to study the frontline employees’ emotion in service industry. The research team includes one moderator and two observers. In this study random sampling method was used to select the customer-contact employees. The male and female staff has at least 3months work experience. A total of 9 employee’s participants were chosen. Their ages varied from 20-30 years and that employees is foreigner and Taiwanese which means three of them is Mongolian, other three of them is Vietnam and last three of them is Taiwanese. Also they are student of the international university. The reliability of data collection and analysis is shown that the data and coding categorization is acceptable. The results of this study indicated that 1.The all frontline employees have got emotional exhaustion with different reasons 2. These employees don’t feel like emotional exhaustion because of emotional labor. 3. Emotional labors can influence on customer satisfaction.
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Weng, Jian-Yin, and 翁家茵. "Research on the relationships of Emotional Labor, Emotional Intelligence and Emotional Exhaustion of Counselors." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/34522211348461913787.
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碩士<br>國立東華大學<br>諮商與臨床心理學系<br>105<br>This study is addressing relationships among emotional labor, emotional intelligence and emotional exhaustion of counselors. There were 74 counselors with qualified license recruited as the research subjects by using snowball sampling in responding the questionnaire.
The analysis revealed findings are as following: (1) the counselors exhibited high level of emotional labor and emotional intelligence; (2) emotional labor and emotional intelligence are positively correlated; (3) there is no correlation between emotional labor and emotional exhaustion; (4) there is no correlation between emotional intelligence and emotional exhaustion. Suggestions and limitations for future studies, researchers and counselors are discussed.
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Burke, Mark. "Emotional formation." Thesis, 2005. http://spectrum.library.concordia.ca/8498/1/MR10174.pdf.
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Emotional experience has long been ignored or marginalized by the philosophical tradition because of its irrational or unrationalizable character. Ethical formation, a developmental approach to moral philosophy developed by virtue theorist Sabina Lovibond and others, is a rationalizing approach to character formation which does not ignore or marginalize the affective area of human experience. But neither does it develop in significant detail a method to include emotional experience within its main aims. This thesis intends to eliminate this problem by showing how we can sensibly 'rationalize' our emotional experience without, as some more recent approaches have tended to do, over-rationalizing them. In order to do so, I will focus on Ronald de Sousa's account of emotional rationality and illustrate how his notion of 'paradigm scenarios' can help us to include the emotions within ethical formation. Paradigm scenarios enable us to develop emotional intentionality and, thereby, enable us to give our emotional experiences teleology---the minimal elements necessary for any rationality. In order to best illustrate that emotional experience can helpfully be included within the rational project of ethical formation I go on (in chapters two and three) to show how these paradigm scenarios are acquired and applied. In the end, the thesis stresses that neither project (de Sousa's emotional rationality or Lovibond's ethical formation) is complete without supplementation from the other. My specific focus on the emotions requires situation within a wider perspective just as Lovibond's broad perspective requires a finer-grained focus in order to appropriately value emotional experience.
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Norris, Paul. "Emotional reasoning." 2000. https://scholarworks.umass.edu/dissertations/AAI9988827.
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Emotional reasoning is emotionally-based cognition operating on subjective terms, independent of rationality, and using feelings as criteria. In Study 1, 113 participants, 29 men and 84 women, focussed either on their feelings or on the reasons for their choices as they made a series of decisions in a card-playing game. Contrary to predictions, participants who focussed on their feelings were less likely to make optimal decisions in the game. This study thus provided no evidence that emotional reasoning can reach optimal conclusions. In a second study, 96 participants, 35 men and 61 women, made a series of decisions to cooperate or compete with an unseen partner in a Prisoner's Dilemma game. Participants who focussed on their feelings were less likely to compete than participants who focussed on reasons for making each decision, so that they did less well in the short term, but significantly better over the long term, than participants in the Reasons condition. Participants who described themselves as highly rational were also less likely to do well in the game. This study demonstrates that emotional reasoning can be more effective than rational decision-making.
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Wilson, Bruce(Bruce Elliott). "Emotional experience." Thesis, 2001. https://eprints.utas.edu.au/22079/1/whole_WilsonBruceElliott2001_thesis.pdf.
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Yeh, Cheng-Chang, and 葉政長. "The Relations of Family Emotional Expressiveness, Parental Meta-Emotional Philosophy and Young Children’s Emotional Regulation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90639625443429937810.
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碩士<br>輔仁大學<br>兒童與家庭學系碩士班<br>100<br>Abstract
The Relations of Family Emotional Expressiveness, Parental Meta-Emotional Philosophy and Young Children’s
Emotional Regulation
The purpose of this study was to understand the relations of family emotional expressiveness, parental meta-emotional philosophy and young children’s emotional regulation. Questionnaire surveys were given to parents who were primary care-givers and took care of 4 to 6 year-old children in preschools in Taipei area. The tools included “Family Emotional Expressiveness Scale”, “Parental Meta-Emotional Philosophy Scale” and “Children’s Emotional Regulation Checklist”. There were 614 valid responses collected. The data collected were analyzed using descriptive statistics, Pearson correlation and multiple linear regressions. The results are summarized as follows:
1. The children of parents who perceived their family showed more positive emotional expressiveness and showed less negative emotional expressiveness. The family’s positive emotional expressiveness was significantly positively correlated with young children’s positive emotional regulation. The family’s negative emotional expressiveness was significantly positively correlated with young children’s negative and unstable emotional regulation.
2. Parental emotional-coaching of meta-emotional philosophy was significantly positively related to young children’s positive emotional regulation. Parental emotional-dismissing of meta-emotional philosophy was not related to young children’s positive and negative emotional regulation.
3. It was found that young children showed more positive emotional regulation and less negative and unstable emotional regulation. The multiple regression analyses indicated that the family with high positive emotional expressiveness, children who were girls rather than boys had positive impact on young children’s emotional regulation. The family with negative emotional expressiveness, children who were boys rather than girls had positive associations with young children’s negative and unstable emotional regulation.
Based on the findings above, suggestions on family emotional expressiveness, parental emotional-coaching and young children’s emotional education were made for parents and teachers. Issues for further study were also provided.
Key words: family emotional expressiveness, parental meta-emotional philosophy, emotional regulation, young children