Journal articles: 'Emotional geography'

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Olson, Elizabeth. "Geography and ethics II." Progress in Human Geography 40, no. 6 (July 11, 2016): 830–38. http://dx.doi.org/10.1177/0309132515601766.

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In this second report, I consider the relationship between emotion and morality from a geographical perspective. Though traditional and contemporary engagements in moral philosophy and psychology offer a diverse range of theories and approaches to emotions and morality, few of these explicitly consider or incorporate the role of space. I consider theories of embodiment and relationality as one means through which emotions become collective and institutionalized, with a focus on emotional geographies and care. I conclude by reflecting on political emotions as conflictive but insightful signals of societal shifts in our moral emotions, and suggest that incorporating emotions may also provide a different way of thinking about the problem of distant care.

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Kearney, Amanda. "Homeland Emotion: An Emotional Geography of Heritage and Homeland." International Journal of Heritage Studies 15, no. 2-3 (March 2009): 209–22. http://dx.doi.org/10.1080/13527250902890746.

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Little, Jo. "Editorial: Emotional geography and Transactions." Transactions of the Institute of British Geographers 44, no. 2 (April 5, 2019): 210–13. http://dx.doi.org/10.1111/tran.12301.

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Astutik, Ninik Tri, and Astri Hapsari. "EMOTIONAL GEOGRAPHY OF A PRE-SERVICE ENGLISH TEACHER IN ONLINE TEACHING PRACTICUM DURING COVID-19 PANDEMIC." Academic Journal Perspective : Education, Language, and Literature 10, no. 1 (May 31, 2022): 13. http://dx.doi.org/10.33603/perspective.v10i1.6842.

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Due to COVID-19 pandemic, online learning has now become a bridge to facilitate teaching practice. Emotion has received little attention in online learning and online teaching practice for a senior high school, particularly for pre-service teachers. The study attempted to investigate a pre-service teacher's emotion during her online teaching practicum by using Hargreaves's (2001) concept of emotional geography. The data were gathered from diary journals and interviews conducted over the course of a month of teaching practice in a senior high school. The narratives were analysed using a descriptive qualitative approach combined with thematic analysis. The findings show that the pre-service English teacher experienced a variety of positive and negative emotions because of understanding and misunderstanding in schools, and that these emotions gradually changed her perceptions of her teaching practice. This research offers a novelty in terms of describing how a pre-service English teacher adapted from offline to online teaching practice utilizing WhatsApp Group and Google Classroom to share materials and deliver assessments at the time of COVID-19 pandemic. Emotional resilience and good communication skills were proven to help the participant in navigating emotional geography in online teaching practice with limited faceto-face interaction and guidance with the teacher supervisor in the school.

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Crewe, Ben, Jason Warr, Peter Bennett, and Alan Smith. "The emotional geography of prison life." Theoretical Criminology 18, no. 1 (September 11, 2013): 56–74. http://dx.doi.org/10.1177/1362480613497778.

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Otrel-Cass, Kathrin. "Towards a geography of emotional analysis." Cultural Studies of Science Education 11, no. 3 (September 30, 2015): 595–602. http://dx.doi.org/10.1007/s11422-015-9693-5.

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박승규. "An Exploration on the Meanings of Emotional Geography in Geography Education - Focusing on aesthetic emotion -." Journal of The Korean Association of Geographic and Environmental Education 24, no. 4 (November 2016): 1–11. http://dx.doi.org/10.17279/jkagee.2016.24.4.1.

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Wooff, Andrew, and Layla Skinns. "The role of emotion, space and place in police custody in England: Towards a geography of police custody." Punishment & Society 20, no. 5 (August 11, 2017): 562–79. http://dx.doi.org/10.1177/1462474517722176.

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Police custody is a complex environment, where police officers, detainees and other staff interact in a number of different emotional, spatial and transformative ways. Utilising ethnographic and interview data collected as part of a five-year study which aims to rigorously examine ‘good’ police custody, this paper analyses the ways that liminality and temporality impact on emotion in police custody. Architecture has previously been noted as an important consideration in relation to social control, with literature linking the built environment with people’s emotional ‘readings’ of space. No work, however, has examined the links between temporality, liminality and emotional performativity in a police custody context. In this environment, power dynamics are linked to past experiences of the police, with emotions being intrinsically embodied, relational, liminal and temporal. Emotion management is therefore an important way of conceptualising the dynamic relationships in custody. The paper concludes by arguing that emotional aftershocks symbolise the liminal experience of detainees’ understanding of the police custody process once released, noting that it is important to understand the microscale, lived experience of police custody in order to develop broader understanding of broader social and policing policy in a police custody context.

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Misdi, Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, and Hendriwanto Hendriwanto. "The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education." Langkawi: Journal of The Association for Arabic and English 7, no. 1 (June 27, 2021): 106. http://dx.doi.org/10.31332/lkw.v7i1.2321.

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Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry. The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media, and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape

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Alves Soares da Silva, Marcia. "PENSAR E SENTIR PARA (RE)EXISTIR:." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 258–83. http://dx.doi.org/10.46789/edugeo.v10i20.775.

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A Geografia das Emoções problematiza as emoções enquanto mediação sócio-espacial, sendo compreendidas como parte da ação dos sujeitos na construção de espacialidades significativas. Com esse interesse, discutimos o tema com foco em temáticas urbanas no contexto do ensino da Geografia no ensino superior. Apresentamos, a partir de uma reflexão teórica e conceitual, as geografias emocionais no/do ensino da Geografia e as experiências urbanas de alunos do curso de Graduação em Geografia, utilizando as fotografias como formas de representação das suas espacialidades emocionais. Apontamos que a inclusão de temáticas subjetivas no ensino da Geografia são caminhos na construção de laços significativos entre os envolvidos — discentes e docentes —, e colocam em pauta uma análise sobre o espaço urbano a partir de uma dimensão sensível, pensando as emoções como fontes de construção do conhecimento. PALAVRA-CHAVE Emoções, Espaço urbano, Geografias emocionais no/do ensino, Geografia das emoções. THINKING AND FEELING TO (RE-)EXIST”: emotional geographies and photobiography of Geography students ABSTRACT The Geography of Emotions problematizes emotions as socio-spatial mediation, being understood as part of the action of the subjects in the construction of significant spatialities. With this interest, we discussed the theme with a focus on urban themes in the context of Geography teaching in higher education. We present, from a theoretical and conceptual reflection, the emotional geographies in / teaching Geography and the urban experiences of undergraduate students in Geography, using photographs as ways of representing their emotional spatialities. We point out that the inclusion of subjective themes in the teaching of Geography is a relevant path of meaningful connections between those involved - students and teachers -, and they focus on an analysis of urban space from a sensitive dimension, thinking emotions as sources of knowledge construction. KEYWORDS Emotions, Urban space, Emotional geographies of teaching, Geography of emotions.

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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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Rossiter, Penelope. "The Municipal Pool in Australia: Emotional Geography and Affective Intensities." Emotions: History, Culture, Society 3, no. 2 (November 15, 2019): 300–320. http://dx.doi.org/10.1163/2208522x-02010062.

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Abstract In many Australian communities, outdoor municipal pools are much loved yet constantly threatened with closure. Threats of closure inspire impassioned responses and it is clear that these seasonal pools offer much more than physical infrastructure. At first glance, the concept of ‘emotional geography’ seems to capture this ‘more’, and this essay, based on research at one such pool, demonstrates how pools afford sociality, embodied experiences and practices of emplacement that emotionally connect people to each other, to nature and to an imagined historical community. However, participants’ narratives also revealed affective intensities, and multisensory evocations of place and self synchronically encountered, that the concept of ‘emotional geography’ cannot capture. To understand the cultural meaning and personal significance of seasonal pools in Australia, we have to feel our way through the placial folding of affective intensities and emotional lives.

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Pyndiah, Gitanjali. "Emotional geography of education for history learning." Children's Geographies 16, no. 4 (May 8, 2018): 418–31. http://dx.doi.org/10.1080/14733285.2018.1471447.

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Kristjánsson, Kristján. "Emotions targeting moral exemplarity: Making sense of the logical geography of admiration, emulation and elevation." Theory and Research in Education 15, no. 1 (February 1, 2017): 20–37. http://dx.doi.org/10.1177/1477878517695679.

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Despite renewed interest in moral role-modelling and its emotional underpinnings, further conceptual work is needed on the logical geography of the emotions purportedly driving it, in particular, admiration, emulation and elevation. In this article, I explore admiration (as understood by Linda Zagzebski), emulation (as understood by Aristotle) and elevation (as recently characterised by Jonathan Haidt). Although learning from moral exemplarity can, to a large extent, be accounted for on the motivational grounds of admiration and emulation, I argue that we need a concept of elevation (as a kind of moral awe) to account for attraction to transpersonal moral ideals. I explain Aristotle’s inability to make sense of people’s emotional attachment to moral exemplarity, as distinct from the attachment to moral exemplars. I bring to bear insights from another ancient emotion theorist, Mengzi (Mencius), in order to get Aristotle back on track and offer a brief educational discussion.

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Taloko, Johanes Leonardi, Martin Surya Putra, and Yenny Hartanto. "Emotional Geographies Experienced by an Indonesian Doctoral Student Pursuing her PhD in New Zealand during the COVID-19 Pandemic." Journal of International Students 10, S3 (November 5, 2020): 126–41. http://dx.doi.org/10.32674/jis.v10is3.3203.

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This narrative study explores the emotional experience of a female Indonesian pursuing her PhD in New Zealand when the COVID-19 pandemic hit this country. Garnered from the results of several virtual interviews with the participant, the data were analysed with the Hargreaves‟s emotional geography framework (2001) focusing on five different emotional dimensions: physical, sociocultural, moral, professional, and political. The findings showed that during the COVID-19 pandemic impacted PhD study, the participant experienced different emotions shaped by physical, sociocultural, moral, professional, and political factors while negotiating and coping with such emotions.

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Panchal, Dr Sandeep, and Dr Sanjeev Kumari. "An Investigation on Well-being and Emotional Intelligence among Young Adults." YMER Digital 20, no. 12 (December 20, 2021): 456–67. http://dx.doi.org/10.37896/ymer20.12/43.

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Subjective well-being is a psychological aspect of life satisfaction. An individual’s psychological well-being affects how a person thinks and feels. There are numerous factors which can influence the subjective well-being of an individual. One of the most important factors is emotional intelligence. Emotional intelligence has been preoccupying a significant place in well-being literature. Goleman (1998) defines it as “emotional awareness and emotional management abilities give the ability to balance emotion and reason in order to maximise long-term enjoyment". It entails recognising one's own and others feelings, managing one's own emotions, and adapting to others emotions. The objective of this study was to examine the nature of the relationship between emotional intelligence and psychological well-being among young adults who are following bachelor degrees from recognized national universities. The sample consists of 200 participants both male and female of age range 19 to 23 years mean age is 21, included in this study. Well-being Inventory and Multidimensional Measures of Emotional Intelligence were administered to measure the subjective well-being and emotional intelligence. Results showed that selfawareness, managing emotions, motivating oneself, handling relations dimension of emotional intelligence evidenced strong positive associations with well-being positive affect, well-being negative affect and well-being total dimensions of well-being. Stepwise regression analysis disclosed two predictors of well-being i.e. managing emotions and motivating oneself. These results have important implications with regard to our current understanding of the relationships between well-being and emotional intelligence.

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Lazarević Radak, Sanja. "Emotional Spatiality and Critical Geography of the Balkans." Serbian Political Thought 17, no. 1 (2018): 47–60. http://dx.doi.org/10.22182/spt.1712018.3.

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González-Hidalgo, Marien, and Christos Zografos. "Emotions, power, and environmental conflict: Expanding the ‘emotional turn’ in political ecology." Progress in Human Geography 44, no. 2 (January 27, 2019): 235–55. http://dx.doi.org/10.1177/0309132518824644.

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Building on the framework of emotional political ecology, we seek to expand ways of studying the relationships between emotion, power, and environmental conflict. Our review of work in feminist studies, human geography, social psychology, social movement theory, and social and cultural anthropology suggests the need for a theoretical framework that captures the psychological, more-than-human, collective, geographical, and personal-political dimensions that intersect subjectivities in environmental conflicts. We stress the need to explicitly consider ‘the political’ at stake when researching emotions in environmental conflicts, and develop a conceptual framework for facilitating nuanced conceptualisations and analyses of subjects and power in environmental conflicts.

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VISHNIKINA, L., V. SAMOYLENKO, O. FEDIY, and O. LYSYTSYA. "DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 54–62. http://dx.doi.org/10.33989/2075-146x.2021.27.247027.

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The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as a necessary condition under which teachers can form it in students. The paper points out the peculiarities of the formation of subject geographical competence of students "emotional and value attitude to the environment and human activity in it", which is closely related to the formation and development of their emotional intelligence in the process of learning geography. The article analyzes the conditions for the development of emotional intelligence in adolescence, highlights the characteristic of this age emotional properties. The authors substantiate the specific possibilities of developing the emotional intelligence of students in geography lessons through the use of teaching methods, which are a set of emotional and sensory influences on the student's personality in the process of organizing his educational and cognitive activities. Here the methodical methods of formation of emotional intelligence developed by authors are presented, their content and procedure of realization found out, conditions of their application in the course of training of geography are characterized.

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Nurdin, Ahmad, Hani Chaerunnisa, and Anwar Shidiq Santoso. "Emotional Geographic Conditions in the COVID-19 Era at SMAN 1 Pagaden." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 3 (September 29, 2021): 677–84. http://dx.doi.org/10.51276/edu.v2i3.194.

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Facing the COVID-19 pandemic, many habits or routines have changed. Activity restrictions are one of the efforts to prevent the spread of this pandemic. However, adapting to new habits is not an easy thing to do. As an adaptation to a new habit, temporary learning must be done online. Teachers and students experience many obstacles in doing online learning. So that a lot of research has been carried out to compile an effective and efficient online learning. However, research rarely reveals the emotional condition of teachers and students during a pandemic. Using descriptive qualitative methods, this study will reveal the geographic conditions of emotion at SMAN 1 Pagaden. The data were obtained through direct and indirect interviews, direct interviews were conducted with the teacher, while for students, a questionnaire was distributed using google form. The data is reduced and analyzed to get answers about the emotional condition of teachers and students at SMAN 1 Pagaden in the face of the pandemic. All data obtained after being analyzed will get solutions and ways to overcome the problems faced during this pandemic. With a research foundation that refers to Hargreaves' thoughts on the geography of emotions that limit questions to physical, socio-cultural, moral, professional and political elements

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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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Wang, Xiaoyuan, Yaqi Liu, Longfei Chen, Huili Shi, Junyan Han, Shijie Liu, and Fusheng Zhong. "Research on Emotion Activation Efficiency of Different Drivers." Sustainability 14, no. 21 (October 26, 2022): 13938. http://dx.doi.org/10.3390/su142113938.

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Emotion is an implicit psychological characteristic that changes over time. When it accumulates to a certain extent, it will be accompanied by certain external manifestations. Drivers with different traits have different emotional performance, which leads to different effects from different driver traits on the driver’s emotional activation efficacy. In this study, we thoroughly explore the effects of different genders, age, driving competence, driving anger tendency, driving safety attitude and stress state on driver’s emotional activation efficacy. This paper selects 74 young and middle-aged drivers with an age distribution between 20 and 41 years old. The eight most typical driving emotions (anger, surprise, fear, anxiety, helplessness, contempt, ease and pleasure) were screened through questionnaires. An experimental framework for the emotional stimulation and measurement of eight driving emotions was designed based on multiple emotional stimulation methods and PAD emotional model. The effect of emotional activation on drivers of different genders, age, driving competence, driving anger tendency, driving safety attitude and stress state was explored in depth. The results show that gender, age, driving safety attitude, driving anger tendency, stress state, etc., all have different degrees of influence upon the activation efficacy of emotion. The research results reveal the rules for the generation of different driving emotions to a certain extent and provide a theoretical basis for further exploring the cognitive and behavioral characteristics of drivers with different emotions.

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Davidson, Joyce, and Christine Milligan. "Embodying emotion sensing space: introducing emotional geographies." Social & Cultural Geography 5, no. 4 (December 2004): 523–32. http://dx.doi.org/10.1080/1464936042000317677.

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Schurr, Carolin. "Towards an emotional electoral geography: The performativity of emotions in electoral campaigning in Ecuador." Geoforum 49 (October 2013): 114–26. http://dx.doi.org/10.1016/j.geoforum.2013.05.008.

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Cartwright, William. "Emotion maps." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-38-2019.

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Abstract. My perspective of Emotion Maps is not maps of emotions or the emotions evoked by spaces mapped or by mapping emotions evoked through the process of moving through a space. But – it is what we experience as ‘emotional uplifting’, when we view a cartographic artefact, whereby we elevate that artefact from a tool to communicate about geography to a piece of art. This is based on the premise of ‘Emotional Architecture’ proposed by by Mathias Goéritz in 1953 to describe an architecture elevated to art for the purpose of inspiring emotion (Loiseau, 2017). This led me to thinking about whether there are any maps that also inspire emotion. As rightly noted by a reviewer of this contribution (and thank you to reviewers for considering this paper and your welcomed reviews), what I am probably addressing is ‘aesthetic pleasure’. However, in order to ‘fit’ with Goéritz’s Emotional Architecture concept, I have stayed with my original title. As my research background is not in the area of Art and Cartography, I acknowledge that here I tread on dangerous ground. The reason for undertaking this research was to ascertain whether certain cartographic products may, when viewed, inspire viewers and uplift their emotions. This proposition needed to be tested by assessing a selection of cartographic artefacts against one Art theory. The theory papers from the era that was applied is Warehouse Theory.

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Zhang, Keshun, Xinxin Cui, Rundong Wang, Chenchen Mu, and Fang Wang. "Emotions, Illness Symptoms, and Job Satisfaction among Kindergarten Teachers: The Mediating Role of Emotional Exhaustion." Sustainability 14, no. 6 (March 10, 2022): 3261. http://dx.doi.org/10.3390/su14063261.

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Kindergarten teachers’ emotions are an essential factor in their physical and psychological wellbeing. Previous studies mainly focused on the relationship between kindergarten teachers’ emotions and their students’ emotions while ignoring the important relationships between kindergarten teachers’ emotions and their own wellbeing (e.g., teachers’ health, job satisfaction, burnout). Therefore, this study explores teacher emotions as predictor variables, illness symptoms, and job satisfaction as criterion variables, and emotional exhaustion as a mediator. In total, 1997 kindergarten teachers completed the Teacher’s Emotion Scale, the Occupational Emotional Exhaustion Scale, the Illness Symptoms Scale, and the Job Satisfaction Scale. Results revealed that enjoyment negatively predicted illness symptoms and positively predicted job satisfaction via the mediating role of emotional exhaustion. The opposite relationships were found with anger, also confirming the mediating role of emotional exhaustion. Anxiety positively predicted illness symptoms, completely mediated by emotional exhaustion, but no relationship was found with job satisfaction. The function of emotions in teachers’ physical and mental health, implications for kindergartens’ research and practice, and suggestions for future research are discussed.

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Zebracki, Martin. "Homomonumentas Queer Micropublic: An Emotional Geography of Sexual Citizenship." Tijdschrift voor economische en sociale geografie 108, no. 3 (July 11, 2016): 345–55. http://dx.doi.org/10.1111/tesg.12190.

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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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Masud, Md Matiul Hoque, and Nils Olav Østrem. "Expression of Emotions in The Norwegian-American Immigrant Letters, 1838-1848." Migration Letters 19, no. 3 (May 4, 2022): 303–13. http://dx.doi.org/10.33182/ml.v19i3.1374.

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Emotions are integral to human mobility. However, research on the expression of emotions in the letters of early immigrants is often neglected. This study on emotional expressions in early Norwegian-American immigrant letters, exchanged between 1838 and 1848, is a case in point. This article explores the dynamics in emotional expressions in the early letters of Norwegian-American immigrants. It shows how immigrants expressed their emotions in the letters addressed to their family members, neighbours and friends. This article also investigates the presence of emotional calls in the immigrant letters, which successfully pulled more people from Norway to America. Unlike many other early immigrant groups, Norwegian immigrants in America were satisfied with their migration experience and expressed more positive emotions in their home-going letters than negative ones. Considering the lack of research on the emotional aspects of migration, this paper recommends conducting more studies on this area.

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Airlie, Stuart. "The history of emotions and emotional history." Early Medieval Europe 10, no. 2 (February 26, 2003): 235–41. http://dx.doi.org/10.1111/1468-0254.00088.

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Lin, Jinping, Meiqi Zhou, Huasong Luo, Bowen Zhang, Jiajia Feng, and Qi Yi. "Analysis of the Emotional Identification Mechanism of Campus Edible Landscape from the Perspective of Emotional Geography: An Empirical Study of a Chinese University Town." International Journal of Environmental Research and Public Health 19, no. 18 (September 10, 2022): 11425. http://dx.doi.org/10.3390/ijerph191811425.

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Against the background of “the emotional turn” in geography, the study of emotional identification is attracting increasing attention among researchers. Edible landscape resources can satisfy the emotional needs of teachers and students by enabling them to experience pastoral landscapes that carry cultural and landscape values to campus environments. Based on a questionnaire survey of 419 students and teachers at Chenggong University Town in China, this study improved the structural equation modeling (SEM) method to construct a model to analyze the emotional identification mechanism of the campus edible landscape. The research found that emotional identification played an intermediary role between perception and behavioral intention, manifested as an association mechanism in which surface values influence perception, perception influences emotional identification, and emotional identification influences behavioral intention. The emotional identification model revealed the relationship between teachers and students’ emotional identification and the value of campus edible landscape resources for the first time. It also uncovered the universality of the association mechanism in the research of emotional geography.

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Abbas, Ibrahim, Erman Syarif, and Lisman Lisman. "Relationship Between Emotional Intelligence and Geography Learning Outcomes of Class XII Students at Wahdah Islamiyah Integrated Islamic High School Makassar." LaGeografia 20, no. 1 (October 26, 2021): 58. http://dx.doi.org/10.35580/lageografia.v20i1.22203.

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This study aims to determine whether there is a relationship between emotional intelligence and geography learning outcomes in class XII Islamic Senior High School Wahdah Islamiyah Makassar. This research is a type of quantitative research with the Spearman Rank correlation method. The data collection technique uses a questionnaire. The sampling technique in this study used a saturated sampling technique with a total of 25 respondents. For learning outcomes data is taken from the grade XII student report cards in the geography subject. The results of the analysis of emotional intelligence data are included in the medium category with an average value = 107.84 at intervals 103–110, for geography learning outcomes are included in the low category with an average value = 83.52 at intervals 81-84, to prove whether or not there is a relationship between emotional intelligence and geography learning outcomes, it can be seen from the calculation obtained using the Spearman Rank correlation formula, where the value of rs =0.037, with a significant value of 0.861. Because sig > 0.05, it can be concluded that emotional intelligence does not have a significant relationship with geography learning outcomes and the relationship is included in the very low category.

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Purna, Rozi Sastra, and Dwi Puspasari. "Regulasi Emosi Guru dan Menjadi Pendidik yang Profesional." Jurnal Warta Pengabdian Andalas 29, no. 1 (March 29, 2022): 16–22. http://dx.doi.org/10.25077/jwa.29.1.16-22.2022.

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A teacher is a person who imparts knowledge to students. Teachers are subjects that play an essential role in the continuity of education. Teachers will be able to educate and teach if they have emotional stability and have a great sense of responsibility to advance their students. Teachers in schools must be able to deal with the emotional demands of the surrounding environment on an ongoing basis. Thus, the teacher's knowledge and skills are needed to manage the emotion they experience while carrying out their roles as educators. This community service activity was conducted at the Insan Karima Cendekia Foundation in Bukittinggi, West Sumatra. This location was chosen because it considered the problems faced by teachers, especially in managing emotions. The foundation also conveyed the obstacles and needs related to psychoeducation for teachers. The activities were packaged in the form of providing psychoeducation and direct practice related to emotional regulation and becoming professional educators. Through the activities carried out, it was hoped that it could be a means to help teachers recognize emotion and understand how to regulate their emotions and help teachers gain knowledge related to being a professional educator.

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Warburton, Corey, and Gunhak Lee. "A Theoretic Review of Emotional Language Analysis on Twitter Microblog and the Geography of Emotion." Journal of the Association of Korean Geographers 5, no. 2 (August 30, 2016): 213–23. http://dx.doi.org/10.25202/jakg.5.2.10.

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Susanto, Gatut, Suparmi, and Endah Yulia Rahayu. "The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic." Journal of International Students 10, S3 (November 5, 2020): 161–79. http://dx.doi.org/10.32674/jis.v10is3.3205.

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This article reports a case study that explores the emotional geography of 25 international students from 12 countries in learning bahasa Indonesia for foreigners virtually during the COVID-19 pandemic. Grounded in a qualitative case study design, the recruited participants were interviewed about their emotional experience of learning bahasa Indonesia online. Data were garnered from the interviews, classroom observations, and students’ testimonials. They were analyzed with Hargreaves’s (2001) emotional geography theory. Findings showed that online bahasa Indonesia learning affects the emotional geography of international students. The international students experienced such positive feelings as intimacy, safety, happiness, seriousness, and successfulness. However, they also experienced such negative feelings as confusion, anxiety, and shock situated in online bahasa Indonesia learning. This indicates that international students should have positive feelings and maintain such feelings in order to succeed in online bahasa Indonesia learning.

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Cavanagh (book author), Sheila T., and Goran V. Stanivukovic (review author). "Cherished Torment: The Emotional Geography of Lady Mary Wroth’s Urania." Renaissance and Reformation 37, no. 3 (January 1, 2001): 69–71. http://dx.doi.org/10.33137/rr.v37i3.8719.

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Andrea, Bernadette, and Sheila T. Cavanagh. "Cherished Torment: The Emotional Geography of Lady Mary Wroth's "Urania"." Sixteenth Century Journal 34, no. 1 (April 1, 2003): 212. http://dx.doi.org/10.2307/20061350.

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YÜKSEK USTA, Semiha. "Preschool History Geography Curriculum and Its Effects on Emotional Intelligence." International Journal of Psychology and Educational Studies 9, no. 2 (March 26, 2022): 376–89. http://dx.doi.org/10.52380/ijpes.2022.9.2.616.

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This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. “The Preschool Education Curriculum of the Ministry of National Education of Turkey” (2013) was implemented in the control group. The data of the study were collected using the “Sullivan Scale of Emotional Intelligence for Children” and “Sullivan Brief Empathy Scale for Children” and “Scale of Respect for Diversity.” As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.

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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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Chehab, Omar, Shiva Ilkhanizadeh, and Mona Bouzari. "Impacts of Job Standardisation on Restaurant Frontline Employees: Mediating Effect of Emotional Labour." Sustainability 13, no. 3 (February 1, 2021): 1525. http://dx.doi.org/10.3390/su13031525.

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Managers of food service operations standardise various aspects of operations to sustain consistent service quality. Frontline employees in these operations are expected to carry out tasks as per standards. Standards demand that frontline employees regulate their behaviours and emotions to complete their duties. Therefore, referring to the organisational role theory and the emotion regulation theory as the directing basis, this study examined the impact of job standardisation on emotional labour, as well as the effect of emotional labour on emotional exhaustion and job satisfaction of frontline employees in the hospitality sector. This study also examined the mediating effect of emotional labour on the relation between job standardisation, on one hand, and emotional exhaustion and job satisfaction on the other hand. The data collection was carried out in food service operations in Lebanon. Structural equation modelling (SEM) was used to assess the relations. The results showed that job standardisation negatively affected emotional labour and that emotional labour had a positive effect on emotional exhaustion and a negative effect on job satisfaction. Furthermore, emotional labour mediated the relation between job standardisation and emotional exhaustion and job satisfaction. Practical and theoretical implications and directions for future research are also provided.

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Sági, Mirjam. "The geographical scales of fear: spatiality of emotions, emotional spatialities." Hungarian Geographical Bulletin 71, no. 1 (March 27, 2022): 55–65. http://dx.doi.org/10.15201/hungeobull.71.1.4.

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A multi-scalar understanding of fear has not been completely absent from geographical theory, however, it has not been given the attention it deserves and definitely has not been utilised in empirical research to the extent it has explanatory power to our globalised world infused with fears. By a multi-scalar understanding I refer to geographical scale as social production or social construction following critical geographers, who see the relationship between these scales as non-hierarchical. This paper draws on and combines theoretical works understanding fear as a socially and politically produced emotion that is politically exploited – most often through Othering – and operates on multiple geographical scales. It is an everyday experience that is produced and made sense across the scales of the body, home, neighbourhood, city, nation, region, supranational unions, the global scale and beyond. This paper draws together three particular areas concerning fear related research; (1) it emphasises that fear is an emotion; but (2) it is deeply embedded in social, economic, political and spatial relations and often closely linked to – if not dependent on – Othering and marginalisation; and (3) fear is reproduced in a transscalar way at all geographical scales. By drawing together these three interlinked approaches to fear, on the one hand, this paper aims to contribute to the literature by demonstrating the way the “us” versus “them” nexus is reimagined at different scales according to political convenience. On the other, it hopes to inspire more research in the field of emotional geography in general and that of fear in particular in Hungary (and more broadly in the CEE region), where this sub-field has been underrepresented even though its great explanatory potentials.

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Meenar, Mahbubur, Bradley Flamm, and Kevin Keenan. "Mapping the Emotional Experience of Travel to Understand Cycle-Transit User Behavior." Sustainability 11, no. 17 (August 30, 2019): 4743. http://dx.doi.org/10.3390/su11174743.

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People experience emotions during travel. Driving, riding a bicycle, taking transit, and walking all involve multiple mental processes, potentially leading to various ranges of emotions such as fear, anger, sorrow, joy, and anticipation. Understanding the link between emotions and transportation environments is critical to planning efforts aiming to bring about a more environmentally sustainable society. In this paper, we identified, geo-coded, analyzed, and visualized emotions experienced by cycle–transit users, or CTUs, who combine bicycling and public transit in a single trip. We addressed two research questions: (1) What types of emotions do CTUs experience, why, and where? (2) How can mapping and understanding these emotions help urban planners comprehend CTU travel behavior and build a more sustainable transportation system? Based on 74 surveys completed by CTUs in Philadelphia, USA, we performed a content analysis of textual data and sketch maps, coded for emotional content, attached emotions with geo-referenced locations using GIS, and finally created four types of emotional maps. Overall, CTUs expressed 50 negative and 31 positive sentiments. Anger was the most frequently identified emotion, followed by disgust, fear, sadness, and joy. Twenty-five transportation planners reviewed the maps; the majority found that the maps could effectively convey an emotional account of a journey, opinions on routes and locations, or emotions attached to them. This paper advances theory and practice in two ways. First, the method privileges a heretofore little examined form of knowledge—the emotional experience of CTUs—and transportation planners confirm the value of this knowledge for practice. Second, it extends the study of emotional geographies to the transportation environment, pointing out venues for additional planning interventions. We conclude that mapping emotions reveals a more comprehensive understanding of travel experience that aids in better transportation planning and happier neighborhoods.

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Tarlow, Sarah. "Pale reflections." Archaeological Dialogues 17, no. 2 (November 16, 2010): 183–86. http://dx.doi.org/10.1017/s1380203810000255.

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Harris and Sørensen's paper is a welcome attempt to address the question of ‘finding’ and interpreting emotion in the deep past. Their contribution to this emerging area of debate is particularly valuable in that it treats upon a prehistoric context, and is thus unaided by the rich contextual information provided by historical sources; and it moves the debate away from the mortuary context towards other areas of lived experience – here the processes of constructing, inhabiting, engaging with and ultimately destroying an architecturally defined space. These are more ambitious and less obvious contexts for constructing emotional pasts. Where the authors are most successful is in the identification of cultural loci where emotions are developed and are involved in the construction of experience – such as in the production and reproduction of ‘sense of community’. Less convincing, for me, were the places where they follow the (mainly British prehistoric) ‘phenomenological’ tradition. My own view is that shared and expressed emotional values are more amenable to archaeological identification and analysis than personal emotional experience, and I shall try to explain why. I think by separating the social meanings of emotion from the physical experience of emotion the authors of this article might be able to pursue more fruitful kinds of enquiry.

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Paskewitz, Emily A. "Exploring the Impact of Emotional Intelligence on Family Farm Member Conflict Experiences." Sustainability 13, no. 15 (July 29, 2021): 8486. http://dx.doi.org/10.3390/su13158486.

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Family farm sustainability traditionally focuses on economic and environmental issues. However, sustaining family farms also relies on understanding how to sustain the relationships contained therein. Emotional intelligence (EI) is an important means through which family farm members can sustain relationships, especially when handing conflict between members. This paper focused on how four EI dimensions (awareness of own emotion, management of own emotion, awareness of others’ emotions, management of others’ emotions) could prevent four types of conflict within family farms (task, relational, process, and status). Family farm participants (N = 204) were recruited through social media posts and emails to specialty agricultural groups and agencies, and students at a university. Hierarchical regression results showed that awareness of own emotions, management of own emotions, and management of others’ emotions negatively predicted task, relational, process, and status conflict. Awareness of others’ emotions did not predict any conflict types. Theoretically, this article points to the importance of considering all four EI dimensions, since they impact conflict types differently. For the family farm members, being aware of their own emotions and being able to manage emotional responses in themselves and others can help prevent conflict from occurring, thereby sustaining both family and business relationships for the future.

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Christie, Hazel, Susan J. Smith, and Moira Munro. "The Emotional Economy of Housing." Environment and Planning A: Economy and Space 40, no. 10 (October 2008): 2296–312. http://dx.doi.org/10.1068/a39358.

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This paper offers an interpretation of the role of emotions in animating housing markets which complements more traditional economic and behavioural studies of locally based house-price inflation. Looking to debates within social psychology and cultural studies we suggest that emotions permeate the materiality and meaning of housing markets as well as the experience of individuals acting within them. Drawing on qualitative interviews conducted in Edinburgh, with households who bought in a rising market, we argue that housing transactions are emotional as well as economic affairs. We reconsider the fears that underpin what might appear to be ‘irrational exuberance’ and we argue that housing markets are propelled by a search for returns on emotional as well as financial investments.

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Hou, Rui. "Maintaining Social Stability without Solving Problems: Emotional Repression in the Chinese Petition System." China Quarterly 243 (December 17, 2019): 635–54. http://dx.doi.org/10.1017/s0305741019001528.

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AbstractWhat role do emotions play in state repression? Building upon ethnographic observation in one Beijing petition bureau, this paper explores the emotional labour performed by grassroots officials to demobilize social dissent. The petition system serves as an official channel through which the Chinese government receives complaints and grievances from citizens. Notwithstanding its institutional inefficiency in addressing petitioners’ requirements, this system plays a critical role in maintaining social stability. I investigate the process by which frontline petition officials manage petitions. I argue that channelling petitioners’ emotions has become one of these officials’ core functions. Petition officials have developed three types of emotional strategies – emotional defusing, emotional constraint and emotional reshaping – to absorb petitioners’ complaints. This study of emotional repression offers a fresh perspective on the affective dimension of contentious politics and also contributes to the theoretical discussion on how authoritarian regimes deal with dissent.

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Maddrell, Avril. "Bereavement, grief, and consolation: Emotional-affective geographies of loss during COVID-19." Dialogues in Human Geography 10, no. 2 (June 23, 2020): 107–11. http://dx.doi.org/10.1177/2043820620934947.

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COVID-19 has resulted in new global geographies of death ranging from cellular to global scales. These geographies are uneven, reflecting existing inequalities and failures of governance. In addition to death and bereavement, the pandemic has generated varied forms of loss and consolation, as well as negative and positive affective atmospheres, whereby emotions are mobilised and politicised. Understanding these emotional-affective topographies and ‘emotional-viral-loads’ is vital to wellbeing, resilience, and unfolding policy interventions locally and globally.

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Kearns, Robin. "Emotional geographies." New Zealand Geographer 63, no. 2 (August 2007): 156–57. http://dx.doi.org/10.1111/j.1745-7939.2007.00104.x.

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Di-Clemente, Elide, Ana Moreno-Lobato, Elena Sánchez-Vargas, and Bárbara-Sofía Pasaco-González. "Destination Promotion through Images: Exploring Tourists′ Emotions and Their Impact on Behavioral Intentions." Sustainability 14, no. 15 (August 4, 2022): 9572. http://dx.doi.org/10.3390/su14159572.

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Tourists are increasingly looking for more emotion in the promotion of destinations in order to make decisions about their holidays. Traditional promotional tools centred on images have advantages over other sensorial tools due to the consumer′s knowledge of them. Nevertheless, simultaneously, the continued use of images leads to the sophistication of the receiver, making it necessary to analyse their capacity to create emotions and their effects. The main objective of this study is to evaluate consumers′ emotional reactions to visual stimuli through conscious and unconscious responses. With a sample of 38 students, a within-subjects study is carried out to compare emotional reactions and behavioural intentions in a 2 × 3 factorial experimental design, facing two international destinations and three tourist typologies. The results show differences between the emotional values gathered in surveys and sweating data (EDA) and the relationships between these and behavioural intentions. The main contribution of this study is that, despite the emotional evocation capacity of images in young audiences, there are discrepancies in the conditions that provoke greater emotional and behavioural intentions in the different evaluation phases. The main conclusions are that it is necessary to create images that evoke conscious positive emotions to obtain better behavioural intentions results.

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Sheng, Sixin. "Emotional Conflicts and Coping Strategies: The Case of Life Insurance Agents in China." Copenhagen Journal of Asian Studies 27, no. 2 (September 17, 2009): 6–39. http://dx.doi.org/10.22439/cjas.v27i2.2526.

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Through analysing Chinese life insurance agents’ emotional conflicts and coping strategies, this study tries to reveal organization and work’s impact on the agents. Because organizational and working rules are often inconsistent with social norms and personal feelings, life insurance agents easily experience negative emotions and conflicts. Various strategies that make efforts to solve this kind of conflict may trigger off some new emotional problems, and they probably make agents’ emotional conflicts worse as well. In a way, emotional alienation has become a necessity for service workers in the post-industrial society, and that means individuals’ emotions and regulations are subject to the demand of organization and work, but deviate from themselves and social rules.

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Journal articles on the topic 'Emotional geography'

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