Relevant bibliographies by topics / Emotional involvement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional involvement'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Emotional involvement"

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Scott, Donna. "Emotional involvement:." Journal of Christian Nursing 11, no. 1 (1994): 20–22. http://dx.doi.org/10.1097/00005217-199411010-00011.

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&NA;, A. B. "EMOTIONAL INVOLVEMENT." Nursing 26, no. 8 (August 1996): 10–14. http://dx.doi.org/10.1097/00152193-199608000-00004.

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Sprecher, Susan, Maria Schmeeckle, and Diane Felmlee. "The Principle of Least Interest." Journal of Family Issues 27, no. 9 (September 2006): 1255–80. http://dx.doi.org/10.1177/0192513x06289215.

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Data from a longitudinal sample of dating couples (some of whom married) were analyzed to test the aspect of Waller’s (1938) principle of least interest that states that unequal emotional involvement between romantic partners has implications for relationship quality and stability. Both members of the couples were asked multiple times over several years which partner, if either, was more emotionally involved. Perceptions of unequal emotional involvement were common and tended to remain stable over time. Less emotionally involved partners perceived themselves as having more control over the continuation of their relationships. Equal emotional involvement was associated with greater relationship satisfaction and stability. Concurrent and retrospective perceptions of relative emotional involvement were associated with several aspects of relationship breakup within the subsample of those who broke up during the study. Perceptions of emotional involvement have many implications for dating couples, including being linked to relationship satisfaction and other outcomes.
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Singh, Nitesh Kumar, Pankaj Gupta, and Jai Singh Yadav. "A study of expressed emotion, perceived stress and socio-demographic profile in patients of dissociative disorder." International Journal of Research in Medical Sciences 8, no. 8 (July 24, 2020): 2861. http://dx.doi.org/10.18203/2320-6012.ijrms20203427.

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Background: Dissociation is understood as one of coping mechanism to deal with intense stressors. Individuals vary widely in their subjective response to a similar stressful event depending on number of factors including their family and social support system. So, authors tried to study the expressed emotion in patients of dissociative disorder along with other socio-demographic factors and its relation with perceived stress.Methods: This cross-sectional descriptive study was done on 100 patients with primary diagnosis of dissociative disorder. Hamilton depression rating scale (HAM-D) was used to assess comorbid Depressive symptoms and Hamilton anxiety rating scale (HAM-A) was used to asses comorbid anxiety symptoms. Perceived stress scale (PSS) was used to assess the perception of stress. Family emotional involvement and criticism scale (FEICS) was used to measure perceived criticism (PC) and intensity of emotional involvement (EI).Results: Mean perceived stress in this study was 25.8. Mean score for perceived criticism (PC) was 16.5 and emotional involvement (EI) was 15.7. Both measures of expressed emotions were significantly higher in females and subjects belonging to joint families and rural area. In this study perceived stress by subjects was significantly (p=0.001) correlated to perceived criticism (Pearson r = 0.78) and emotional involvement (Pearson r = 0.77).Conclusions: High perceived criticism and emotion over involvement of family member was associated with perceived stress in dissociation patients.
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Mutz, Michael, and Markus Gerke. "Major Sporting Events and National Identification." Communication & Sport 6, no. 5 (October 3, 2017): 605–26. http://dx.doi.org/10.1177/2167479517733447.

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Research suggests that major sporting events can affect identification with the nation-state. Complementing previous research, it is argued in this article that identification with the national in-group should be enhanced especially among emotionally involved spectators. Emotional involvement, however, can be induced by the sport itself but also by an emotionalized framing of the events by the media. Two studies are presented which test these claims: In Study #1, it is shown that a single, victorious Federation Internationale de Football Association (FIFA) World Cup match suffices to increase national identification among emotionally highly involved subjects, whereas no effects are revealed for individuals with lower emotional involvement. In Study #2, participants reported higher levels of national identification and associated Germany with more positive emotions and values after watching a highly emotional and patriotic broadcast of a kayak competition from the 2016 Summer Olympic Games compared to individuals who had watched the same competition with a factual and neutral commentary. It is concluded from both studies that emotional involvement is a key mechanism through which higher levels of national identification are produced in the realm of sport.
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Calleja, Gordon. "Emotional involvement in digital games." International Journal of Arts and Technology 4, no. 1 (2011): 19. http://dx.doi.org/10.1504/ijart.2011.037767.

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Symon, Andrew. "Involvement in litigation: emotional responses." British Journal of Midwifery 6, no. 7 (July 2, 1998): 439–42. http://dx.doi.org/10.12968/bjom.1998.6.7.439.

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Li, Yujie. "Consumers' perceived usefulness of online reviews: Effects of emotional certainty and product involvement." Social Behavior and Personality: an international journal 47, no. 9 (September 3, 2019): 1–16. http://dx.doi.org/10.2224/sbp.8403.

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In this study I examined 2 products for the effects of the level of consumers' involvement on their perception of the usefulness of online reviews from the perspective of emotional certainty. I used the experimental method of scene simulation verification with a sample comprising 727 participants. Results show that for both low- and high-involvement products, a review in which a positive emotion that is certain (happiness) is expressed is perceived as more useful than one expressed with an uncertain positive emotion (hope); for low-involvement products, the reviews in which a negative emotion that is certain is expressed (anger) are perceived as more useful than those with an uncertain negative emotion (worry); when emotions expressed in the reviews are the same but level of involvement with the products differs, compared with high-involvement products, consumers perceive online reviews of low-involvement products as being more useful. This study enriches the research on the content structure of online reviews and provides a reference platform to optimize the evaluation system.
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Chahkandi, Fateme, and Abbass Eslami Rasekh. "Gender-related Emotionality in EFL Students’ Classroom: An Experience Sampling Analysis." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1300. http://dx.doi.org/10.17507/tpls.0712.18.

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This study addresses one of the neglected issues in second language acquisition (SLA) research namely emotionality in EFL students. Based on domain specificity dimension of social-cognitive model of emotions, this study aims to capture students’ ongoing and spontaneous emotions through experience sampling method. That is, it analyzed 96 forms which students completed at random times and upon receiving random signals in the EFL class. The forms were then analyzed based on the difference between females and males in the following areas: 1) EFL-related activities vs. non-EFL-related activities; 2) the frequency of different emotions; 3) the antecedents of students’ emotional states; 4) students’ use of emotion regulation strategies and the valence of emotions. The overall results indicated that females and males differed in significant ways in diverse facets of emotional experience. First, females outperformed in the amount of involvement in EFL-related tasks and thinking. Second, they reported experiencing the class emotionally different. Particularly, they experienced greater amount of anxiety and hope comparing to males. Third, they differed in the degree to which they attributed their emotions to teachers meaning that teachers have a more crucial role in emotional dispositions of female students. The implications were then discussed in the light of teachers’ responsibility in facilitating communication of emotion and creating positive emotional climate.
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Dissertations / Theses on the topic "Emotional involvement"

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Pohl, Kirsten. "Ethical reflection and emotional involvement in computer games." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2465/.

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This paper focuses on the way computer games refer to the context of their formation and ask how they might stimulate the user’s understanding of the world around him. The central question is: Do computer games have the potential to inspire our reflection about moral and ethical issues? And if so, by which means do they achieve this? Drawing on concepts of the ethical criticism in literary studies as proposed by Wayne C. Booth and Martha Nussbaum, I will argue in favor of an ethical criticism for computer games. Two aspects will be brought into focus: the ethical reflection in the artifact as a whole, and the recipient’s emotional involvement. The paper aims at evaluating the interaction of game content and game structure in order to give an adequate insight into the way computer games function and affect us.
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Janzen, Jessica F. "Parent and teacher involvement: children with emotional and behavioral disorders." Kansas State University, 2014. http://hdl.handle.net/2097/17602.

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Master of Science
Department of Family Studies and Human Services
Karen Myers-Bowman
The reciprocal interaction between children and their environment can affect their development. Certain environmental interactions such as problematic parent-child relationships or peer rejection in school are associated with the development of emotional and behavioral disorders. Children with emotional and behavioral disorders experience difficulties in a variety of areas including academics, social relationships, behaviors, and life outcomes. These emotional and behavioral disorders can progress or regress depending on relationships occurring within the child’s environment. Positive, healthy, and caring parent and teacher involvement in the lives of these children is an important factor. When parents and teachers become involved, especially when they work together to set mutual goals to help with success, children with emotional and behavioral disorders may see improvements in their problem behaviors, experience more successful achievement in academics, and develop in a direction that is more normative rather than problematic. This information can be applied through an online educational module for parents of children with EBD that aims to educate these parents on the avenues to and importance of involvement.
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Fredman, Steffany Jane Baucom Donald H. "Emotional involvement/overinvolvement in the relatives of patients with bipolar disorder." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1460.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Doctorate of Philosophy in the Department of Psychology Clinical Psychology." Discipline: Psychology; Department/School: Psychology.
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Larosa, Kayla Nicole. "Parent Predictors of Social-Emotional Strengths in Kindergartners." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6532.

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Strengths-based assessment is providing an alternative to the typical way that psychologists approach mental health in the literature. Social-emotional strengths are multidimensional, positive indicators of mental health that include Social Competence, Self-Regulation, Empathy, and Responsibility. Limited research has been conducted to examine the potential connection between parental involvement in children’s education, specifically in the areas of supporting a child’s learning at home, parental involvement within educational settings, and parenting practices (discipline, Monitoring, use of Praise and Incentives) in connection with social-emotional strengths. With an emphasis on prevention of mental health problems, parents are an important and potentially untapped resource for school-based interventions to promote social-emotional strengths. Multiple informants in strengths-based assessment has also received limited attention in the research, therefore potential differences in parent and teacher ratings of social-emotional strengths were explored. The relationships between parenting variables and social-emotional strengths were examined. The sample included 166 kindergarten children. Teacher ratings of children’s strengths were available for all 166 of these children. Parent ratings of children’s strengths were available for a subset (n = 122) of these 166 children. Participants were from both the U.S. and Canada. Measures used to assess parenting variables included the Parent Involvement Project Questionnaire-Modified, the Fast Track Project Parent-Teacher Involvement Questionnaire, the Parent Practices Interview, Parental Support for Learning Scale, Trust Scale from the Family-School Relationship Survey, and the Social-Emotional Assets and Resilience Scale (SEARS)-Parent, and the SEARS-Teacher short form. All together, parenting variables explained 37% of the variance in Self-Regulation/Responsibility, 29% of the variance in Social Competence, 29% of the variance in Empathy, 37% of the variance in Total Social-Emotional Strengths as rated by parents, and 20% of the variance in Total Strengths as rated by teachers. In terms of individual predictors of the parent-rated strengths sample, Positive Verbal Discipline and gender (female status) were significant positive predictors of Self-Regulation/Responsibility. This indicated that the higher the use of Positive Verbal Discipline, the higher the levels of Self-Regulation/Responsibility. Supportive Parent Involvement, Positive Verbal Discipline, and gender (female status) significantly predicted Social Competence, also in a positive direction. This demonstrated that the higher the level of Supportive Parent Involvement and Positive Verbal Discipline, the higher the level of Social Competence. Parent perception of his/her Time and Energy, Praise and Incentives, and the child’s gender (female status) positively predicted Empathy; Monitoring negatively predicted Empathy. For Time and Energy and Praise and Incentives, this indicated that the higher the level of these parenting variables, the more positively Empathy was rated by parents. Monitoring moved in the opposite direction of Empathy; as Monitoring increased, Empathy decreased. Positive Verbal Discipline and gender (female status) predicted Total Strengths rated by parents in a positive direction; as Positive Verbal Discipline increased, so did Total Parent-Rated Strengths. For teacher ratings of strengths, Trust of the child’s teacher and gender (female status) predicted Total Strengths in a positive direction. This indicated that as Trust of the child’s teacher increased, so did the level of teacher-rated Total Social-Emotional Strengths. Female status was consistently associated with more positive ratings of the social-emotional domains and Total Social-Emotional Strengths. Teachers and parents had moderate levels of association (r = .48) in rating of kindergarten students’ Total Social-Emotional Strengths. In summary, all parenting variables were predictive or associated with social-emotional outcomes except for Appropriate Discipline, and Monitoring had a negative relationship with parent-rated Empathy. Socioeconomic status was also not found to be significantly predictive or associated with social-emotional domains. Parenting practices such as Positive Verbal Discipline and gender were particularly predictive of social-emotional domains. Implications for research and practice are outlined.
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Mgobhozi, Yolisa. "The emotional involvement of teenage fathers in their children’s primary care at the University of Zululand." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1716.

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A dissertation submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters Of Psychology (Counselling Psychology) in the Department of Psychology at the University Of Zululand, 2017
The current study aimed to explore the emotional involvement of teenage fathers in their children’s primary care at the University of Zululand, Dlangezwa Campus. Twenty teenage fathers were recruited and interviewed individually using open-ended questions. Data was analysed using Creswell’s analytical approach. The seven themes that developed when data was analysed were 1) involvement of the father, 2) the pregnancy of the partner, 3) family relations, customs and traditions, 4) relationship with partner, 5) teenage fatherhood and academics, 6) impact of fatherhood on teenage father’s life, and, lastly 7) prevention of teenage pregnancy. Results indicate that teenage fathers are involved in their children’s lives despite the many challenges that impede them. Conclusion: teenage fathers are involved in their children’s primary care
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Littlefield, Andrew K. "Is maturing out of problematic alcohol involvement related to personality change?" Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6099.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2009) Includes bibliographical references.
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Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.

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Coderre, François. "The impact of emotional ads : the role of involvement, ad type, and type of purchase motives." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28714.

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The present dissertation examines the impact of advertising message involvement (AMI) and the type of ad (ADTYPE) on the nature (cognitive versus affective) and level of abstraction of the information that is encoded during ad exposure. In addition, it examines the impact of brand response involvement (BRI) and the type of purchase motives (TPM) on the nature and level of abstraction of the information that is used for making a judgment or choice.
An experiment using 372 subjects was conducted. A 2x2x2x2 between subjects design manipulated AMI (low versus high), ADTYPE (rational versus emotional), BRI (low versus high), and TPM (cognitive versus affective). Results indicated that ADTYPE determines the nature of the information that is encoded during ad exposure, whereas AMI determines the level of abstraction of cognitive (but not affective) information encoded. Results regarding the impact of BRI and TPM were not conclusive.
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Mouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.

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La implicació dels estudiants és un factor essencial perquè l’educació sigui efectiva. El govern estudiantil és una forma important d’implicació a través de la qual els estudiants representen els seus homòlegs, participen en els processos de presa de decisions de la universitat, i gestionen les activitats del campus. La implicació té un impacte visible en un mateix, en els companys, en el professorat, en els administradors universitaris i en l’entorn educatiu. Tanmateix, aquest concepte no ha estat objecte de l’atenció que mereix i són pocs els estudis sobre els seus antecedents i sobre els seus resultats. La importància d’aquesta recerca rau en la incorporació de teories (per exemple, intel·ligència emocional, aprenentatge experiencial) de diferents camps (el management, l’educació i la psicologia) per tractar aquest problema, és a dir, per comprendre millor els conceptes que contribueixen a la implicació i, viceversa, aquells que milloren amb la implicació. Així doncs, la qüestió principal és: Els estils d’aprenentatge, les competències (emocionals, socials i cognitives) i les filosofies operatives expliquen l’èxit posteducatiu dels estudiants que participen en experiències de govern estudiantil? En aquesta tesi es van realitzar tres estudis. El primer estudi analitza els estils d’aprenentatge, les competències (emocionals i socials) i les filosofies operatives com a antecedents de la implicació. El segon estudi analitza la relació entre les competències (emocionals, socials i cognitives) i la implicació. Finalment, el tercer estudi analitza l’impacte de la implicació sobre les variables de resultats relacionades amb l’èxit objectiu i subjectiu (ofertes de treball rebudes, satisfacció vital, satisfacció a la feina, etc.). Aquests estudis empren dissenys d'investigació no experimentals (investigació per enquestes). La unitat d'anàlisi és l'individu: estudiants internacionals d’MBA que van participar en un programa de desenvolupament de lideratge a ESADE Business School (Universitat Ramon Llull). Les dades es van recollir mitjançant enquestes (autoinforme i avaluació per parells) que consisteixen en mesures subjectives i objectives. La qualitat d’aquesta recerca s’avalua críticament, i es presenten possibles limitacions. A més, se n’especifiquen algunes conseqüències per a la recerca i per a la pràctica, així com suggeriments per a les institucions educatives, les empreses, els investigadors, els estudiants i els professionals. Finalment, es recomanen algunes línies de recerca futura.
La implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil? Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.). Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas. La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.
Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences? This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.). These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures. The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.
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Sun, Kaiyang. "The analysis of the relationship between family involvement and innovative capability in Chinese family SMEs." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/204177/2/Kaiyang_Sun_Thesis.pdf.

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This study applied agency and socioemotional wealth (SEW) theory to investigate the relationship between family involvement and innovative capability within Chinese family Small to Medium Sized Enterprises (SMEs). A negative effect of family involvement on family firms' innovative capability was identified. Furthermore, the findings revealed that Human Resource (HR) redundancy within Chinese family businesses could moderate the relationship between family ownership and innovative input, as well as the relationship between family governance and innovative capability. The result will assist Chinese family SMEs' decision-makers make better trade-offs between innovative and HR strategies.
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Books on the topic "Emotional involvement"

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G, Brailow Anthony, ed. Strategic emotional involvement. Northvale, N.J: Aronson, 1996.

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Karnezi, Haris. Enabling emotional involvement in classroom drama. Birmingham: University of Central England in Birmingham, 1995.

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Stubbart, Charles I. Uncertainty, complexity, conflicts of interest, emotional involvement and the quality of crisis thinking. [Urbana]: College of Commerce and Business Administration,University of Illinois at Urbana-Champaign, 1986.

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Stubbart, Charles I. Uncertainty, complexity, conflicts of interest, emotional involvement and the quality of crisis thinking. [Urbana]: College of Commerce and Business Administration,University of Illinois at Urbana-Champaign, 1986.

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Consciousness and the actor: A reassessment of Western and Indian approaches to the actor's emotional involvement from the perspective of Vedic psychology. Frankfurt am Main: Peter Lang, 1996.

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Stubbart, Charles I. Designing strategic planning systems: Cognitive elaboration, cognitive reduction, and the quality of strategic thinking under conditions of uncertainty, complexity, conflicting interests, and emotional involvement. [Urbana]: College of Commerce and Business Administration,University of Illinois at Urbana-Champaign, 1986.

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Tagung, Deutsche Gesellschaft für Psychologie Fachgruppe Medienpsychologie. Media psychology: Focus theme: cognitive and emotional involvement during media reception : proceedings of the 7th Conference of the Media Psychology Division of the German Psychological Society, 09.-12. August 2011. Lengerich: Pabst Science Publishers, 2011.

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Lucchiari, Claudio, ed. Brain Computer Interfaces and Emotional Involvement: Theory, Research, and Applications. MDPI, 2022. http://dx.doi.org/10.3390/books978-3-0365-5377-1.

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Pearce, T. J. A study investigating the parental involvement in the education of pupils with emotional and behavioural difficulties. 1994.

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Consciousness And The Actor: A Reassessment Of Western And Indian Approaches To The Actor's Emotional Involvement From The Perspective Of Vedic Psychology ... Film- Und Fernsehwissenschaften, Bd 67). Peter Lang Pub Inc, 1996.

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Book chapters on the topic "Emotional involvement"

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Paolini, Allison. "Parental Involvement." In Using Social Emotional Learning to Prevent School Violence, 13–17. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003262183-5.

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Freshwater, Dawn, and Philip Esterhuizen. "Speaking the unspeakable: Emotional involvement." In Creative Approaches to Health and Social Care Education, 186–200. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-22639-6_14.

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Inchaurralde Besga, Carlos. "Space, reference, and emotional involvement." In The Language of Emotions, 135. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.85.10inc.

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Wieseman, Katherine C., and Hedy Moscovici. "Emotional and Intellectual Involvement While Learning Science and Mathematics." In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 37–61. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_3.

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Folgieri, Raffaella, Mattia G. Bergomi, and Simone Castellani. "EEG-Based Brain-Computer Interface for Emotional Involvement in Games Through Music." In Digital Da Vinci, 205–36. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0536-2_9.

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Oplatka, Izhar. "Women Teachers’ Emotional Commitment and Involvement: A Universal Professional Feature and Educational Policy." In Race, Ethnicity and Gender in Education, 195–211. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_11.

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Lassk, Felicia G., and C. David Shepherd. "Self-Efficacy and Salesperson Job Involvement as Mediators of the Emotional Intelligence – Creativity Relationship." In The Customer is NOT Always Right? Marketing Orientationsin a Dynamic Business World, 716. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50008-9_192.

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Frevert, Ute. "Feeling Political in Demonstrations: Street Politics in Germany, 1832–2018." In Feeling Political, 341–71. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89858-8_12.

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AbstractThis chapter focuses on street politics in Germany. Before the establishment of elected parliaments, there were social movements in which citizens united to make public demands for political representation. The practice of democracy in such associations was synonymous with practicing political feelings—democracy involved a high level of emotional excitement and dynamism. The decades preceding the 1848 revolution, the post-revolutionary 1920s and early 1930s (including National Socialist mobilization), and the social movements of the 1970s and 1980s illustrate how emotions served as mobilizing forces and were necessary for sustaining personal involvement and political activism. Yet these examples also shed light on the problematic side of political emotions, which could sometimes block or polarize political debate and obstruct collective action. The more action in the public sphere was defined by passion, the more exclusionary politics could become: this was the argument mounted by early liberalism against women’s political participation.
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Giacomucci, Scott. "Advanced Psychodrama Directing." In Social Work, Sociometry, and Psychodrama, 277–90. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_14.

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AbstractAdvanced psychodrama directing techniques are presented in this chapter. These advanced interventions offer a depiction of the level of clinical sophistication demonstrated by expert psychodrama directors. The awareness of group sociometry within the psychodrama enactment is described while portraying the multiple layers of object relations activated for participants in a psychodrama session. Advanced techniques for involving audience group members and deepening the emotional involvement of auxiliary role players are discussed. Also included in this chapter are an overview of clinical role assignments, facilitating moments of multiple protagonists, and constructively using projective identification in the group process. Content from the Therapeutic Spiral Model is offered, specifically the practice of prescribing strengths-based roles and considerations for safely facilitating scenes with trauma-based roles. Multiple strategies are offered for de-roling when more emotionally charged roles are played by group members.
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Altavilla, Santo, Aurelio Caligiore, Jenny Ceccarelli, Giuseppina Corrente, Federica Galeano, Gennaro Pappacena, Maura Pisconti, et al. "Environmental training of the Italian Coast Guard between tradition and innovation." In Proceedings e report, 155–63. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.16.

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The Coast Guard is an organization committed to safeguarding the marine environment, that requires specialized personnel. Therefore, it is necessary to integrate the "basic" preparation, with "specialist" training in compliance with the high standards of a Q.M.S. of training, which uses teaching methods advanced, classroom and lessons, case studies, but also practice in the field. The latter methodology plays an important role since learning by doing, even more than theory, guarantees the effectiveness of learning, emotional involvement and the formation of experiential memory of learners.
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Conference papers on the topic "Emotional involvement"

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Sobczak, Slawomir, and Tamara Zacharuk. "SCHOOL CLIMATE ENHANCEMENT THROUGH TEACHER EMOTIONAL INVOLVEMENT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1806.

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Malcik, Martin, and Miroslava Miklosikova. "The ability of university teachers to recognize and regulate their emotional involvement." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102501.

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Akmal, Yenina, Sri Koeswantono, Sofia Hartati, and Hikmah. "Character Development in Generation Alpha Through Social-Emotional Learning With Parent Involvement." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.091.

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He, Bizhu. "Family Involvement, School Support, and English Learners' Academic and Socio-Emotional Outcomes." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681185.

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Bondareva, Ekaterina Valeryevna. "Dramatization as an effective means of increasing emotional involvement at English lessons." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80509.

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Otero-Mayer, Andrea, Consuelo Vélaz-de-Medrano, and Eva Expósito-Casas. "FAMILY INVOLVEMENT IN ECE THROUGH THE FIQ (FAMILY INVOLVEMENT QUESTIONNAIRE) IN SPAIN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end103.

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"Family-school involvement in the education of children under 6 years of age is a complex and multidimensional area of study. In this regard, there is a great deal of research that examines the extent to which such involvement affects the development and learning of their children. The research consulted indicates that high levels of involvement and family-school collaboration in children are associated with better academic performance and socio-emotional functioning at school among other outcomes, but also with benefits for families and teachers. In the case of the present study, the Spanish adaptation of the FIQ (Family Involvement Questionnaire) (Fantuzzo et al., 2000) was applied to a sample of 659 parents of children who have attended ECE between 0 and 3 years of age in different autonomous communities of Spain during the 2020-2021 academic year. The FIQ is a specific questionnaire to study the Early Childhood stage, and collects information from parents on the ways in which they participate in their children's educational experiences, in order to establish different degrees of involvement in the three subscales that comprise it; Home-Based Involvement, School-Based Involvement and Home-School Conferencing. It is a 42-item self-report Likert scale, scored from 1 to 4, with 1 being rarely and 4 being always. The results of this study show that the subscale with the highest scores is ""home-school communication"", with a score of 60, which is rated as high, with item 1 (I attend meetings with my child's teacher to discuss my child's teaching or behaviour) and item 3 (I talk to my child's teacher about my child's daily routine) receiving the highest scores. The other two subscales show average scores, with items 16 (I participate in planning school trips for my child) and 26 (I go on class trips with my child) scoring the lowest. It can be concluded that, given the importance of family school involvement, it is important to know what actions can be implemented by Early Childhood schools to achieve greater and better family participation."
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Lestari, Ririn Hunafa, and Syah Khalif Alam. "Mother’s Perception of Father’s Involvement in Developing Social–Emotional Development of Early Childhood." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.011.

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Dolzhenko, Ruslan. "Internal crowdsourcing as an instrument of personnel involvement." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.064.

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Purpose – in the study the opportunities to utilise crowdsourcing as an instrument of personnel involvement are considered. The essence of personnel engagement is analysed; the terms “personnel engagement” and “personnel involvement” are compared. Research methodology – the case study of JSC “Sberbank”, the first Russian company that implemented internal crowdsourcing in its activity, is provided. Research limitations – the paper considers the case of a large financial company; it is impossible to conclude the applicability of technology in other cases. However, this experience can be recreated by almost any organisation that embraces thousands of workers in its structure Findings – personnel involvement is understood as a set of measures that forms employeesʼ abiding interest in solving organisational problems and an increased emotional attachment to the organisationʼs aims and values. The essence of crowdsourcing is defined, its implementation scheme is described, and the classification of crowdsourcing projects is developed. The authors highlight the advantages of the use of internal crowdsourcing, i.e. implemented through the efforts of the companyʼs staff, for the employees and the organisation itself. Practical implications – examples of the application of this technology for resolving organisational issues and involving personnel are offered. Originality/Value – the article studied the potential of using crowdsourcing in solving business issues.
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Chenchen, Niu. "Research on the Dual-path Effect of Cognitive and Emotional Trust on Employees Job Involvement." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.133.

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Du, Yuan. "The Multiple Dimensions of Parental Involvement in China and Its Links to Children's Social Emotional Development." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437435.

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Reports on the topic "Emotional involvement"

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.

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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.
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