Journal articles: '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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Patterson, Paul, Max Birchwood, and Ray Cochrane. "Preventing the Entrenchment of High Expressed Emotion in First Episode Psychosis: Early Developmental Attachment Pathways." Australian & New Zealand Journal of Psychiatry 34, no. 1_suppl (February 2000): A191—A197. http://dx.doi.org/10.1177/000486740003401s29.

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Objective As part of a strategy to consider the options for preventing the developmental entrenchment of expressed emotion (EE), we examine the early ontogeny of EE in a first-episode sample of individuals with psychosis and its links with the process of adaptation to change. Methods The key relatives of 50 first-episode psychosis patients from two locations were interviewed soon after patient referral and again 9 months later using measures of expressed emotion and loss. Results The developmental pathways of components of expressed emotion, particularly criticism and emotional over-involvement, were independent despite having a similar effect on outcome for patients. Initially, high levels of emotional over-involvement were reduced by follow up, with 37% resolving into high criticism. Overall expressed emotion status changed in 28.2% of key relatives (all parental), predominantly from high to low. High emotional over-involvement and low criticism are associated with significantly high levels of perceived loss in relatives. The metamorphosis of emotional over-involvement to criticism was linked to a reduction in perceived loss. Conclusions Expressed emotion is not a stable index in relatives of first-episode psychosis samples. Appraisals of loss by relatives may be driving high emotional over-involvement with implications for family intervention programs. Attachment theory may help to explain some of the processes underlying resistance to change in some of the high-EE behaviours measured by expressed emotion.

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Günthner, Susanne. "The construction of emotional involvement in everyday German narratives – interactive uses of ‘dense constructions’." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 4 (December 1, 2011): 573–92. http://dx.doi.org/10.1075/prag.21.4.04gun.

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This paper investigates ways in which participants in everyday German narratives construct emotions as social phenomena; i.e. in particular, how they organize and communicate emotional involvement. I will argue that contextualizing emotions and affects permeates various levels of linguistic and interactional structures – even grammar: Participants in everyday German storytelling use specific syntactic patterns as resources for indexing affective stances and making past events interpretable and emotionally accessible to their co-participants. The analysis concentrates on particular syntactic resources (such as averbal constructions, infinite constructions, minimal syntactic phrases etc.) used to contextualize affect and emotion. Instead of treating these ‘dense constructions’ (e.g. averbal constructions “I:CH (.) mit meinen sachen rAuf, […] ICH (-) wieder rUnter,”; ‘me (.) with my stuff upstairs, […] me (-) down again,’) as elliptic structures and conceptualizing them as incomplete or reduced sentence patterns, this study explores the specific forms and functions of ‘dense constructions’ in interactive usage. I will argue that ‘dense constructions’ – even though they do not follow the rules of the grammar of Standard German – represent conventionalized patterns participants use to fulfil various communicative tasks in specific communicative genres. In producing such ‘fragmentary gestalts’, conversationalists index sudden, reflex-like actions, and thus, stage dramatic, emotionally loaded events for their co-participants to “re-experience” (Goffman 1974/1986: 506).

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van der Bolt, Ulian, and Saskia Tellegen. "Involvement While Reading: An Empirical Exploration." Imagination, Cognition and Personality 12, no. 3 (March 1993): 273–85. http://dx.doi.org/10.2190/jjhq-vtlp-pf41-tbpc.

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Emotional and imaginative involvement while reading are often associated with immature reading processes. To explore the validity of this viewpoint we investigated over a thousand reader responses among pupils aged nine to fifteen and among adults who, due to their professional occupation, regularly read themselves. In preliminary inquiries we first investigated main categories of reading involvement such as absorption while reading, imaginative involvement and emotional involvement. In a second phase of our research we looked for subdivisions of these main categories, resulting in descriptions of many different phenomena within the categories as mentioned above. These descriptions enabled us to construct questionnaires on the many aspects of reading involvement for the main part of our project. Our preliminary results indicate that there are differences in several areas of reading involvement between children and adult readers. The general trend of those differences is that the probability of personal experience of reader-responses in the areas of imagination and emotion is greater among adult readers than among pupils. In this article we consider the implications of this general trend, using results from the area of emotional reading involvement as an example. Questionnaires on emotional involvement were completed by 198 pupils, 106 teachers and 135 librarians.

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Dodds, George. "Emotional involvement in physician-assisted suicide." Lancet 353, no. 9171 (June 1999): 2248. http://dx.doi.org/10.1016/s0140-6736(05)76303-0.

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Reagan, Peter. "Emotional involvement in physician-assisted suicide." Lancet 353, no. 9171 (June 1999): 2248. http://dx.doi.org/10.1016/s0140-6736(05)76304-2.

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Zillmann, Dolf. "Mechanisms of emotional involvement with drama." Poetics 23, no. 1-2 (January 1995): 33–51. http://dx.doi.org/10.1016/0304-422x(94)00020-7.

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Hyun Lee, Seung, and Billy Bai. "Hotel discount strategies on consumer responses: the role of involvement." Tourism Review 69, no. 4 (November 11, 2014): 284–96. http://dx.doi.org/10.1108/tr-04-2014-0014.

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Purpose – This paper aims to examine the impact of hotel discount strategies on consumers’ emotional and behavioral responses in the presence of differential levels of involvement in discount acquisition. Design/methodology/approach – Discount strategies and the high- and low-involvement variables were fully cross-examined, yielding a 2 × 2 factorial quasi experimental design. In all, 120 surveys were collected, and multivariate analysis of variance was used for data analysis. Findings – The results suggest that fenced discounts that require consumers to accept restrictions to receive a discount generated more positive emotion and stronger behavioral intention. Moreover, an interaction effect was found between consumer’s involvement and discounts on emotional and behavioral responses toward discount-acquiring experience. Highly involved consumers resulted in more positive emotional and stronger behavioral responses (e.g. pride, gratitude, word-of-mouth and retention) from obtaining a fenced discount that requires consumers’ efforts or sacrifices. On contrary, consumers with low involvement tend to appreciate more of a fixed discount given to anyone without restrictions. Practical implications – Hotels should implement a fenced discount when they design discounts targeting at high-involvement consumers. For low-involvement consumers, a fixed discount appears to generate more positive emotion and stronger behavioral intention. Originality/value – The study enhances the theoretical understanding of consumers’ emotional and behavioral responses toward discount-acquiring experience with different levels of involvement.

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Scopa, Chiara, Laura Contalbrigo, Alberto Greco, Antonio Lanatà, Enzo Pasquale Scilingo, and Paolo Baragli. "Emotional Transfer in Human–Horse Interaction: New Perspectives on Equine Assisted Interventions." Animals 9, no. 12 (November 26, 2019): 1030. http://dx.doi.org/10.3390/ani9121030.

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Equine assisted interventions (EAIs) include all therapeutic interventions aimed at improving human wellbeing through the involvement of horses. Due to the prominent emotional involvement traditionally characterizing their relation with humans, horses developed sophisticated communicative skills, which fostered their ability to respond to human emotional states. In this review, we hypothesize that the proximate causation of successful interventions could be human–animal mutual coordination, through which the subjects bodily and, most importantly, emotionally come into contact. We propose that detecting emotions of other individuals and developing the capacity to fine-tune one’s own emotional states accordingly (emotional transfer mechanism), could represent the key engine triggering the positive effects of EAIs. We provide a comprehensive analysis of horses’ socio-emotional competences according to recent literature and we propose a multidisciplinary approach to investigate this inter-specific match. By considering human and horse as a unique coupling system during the interaction, it would be possible to objectively measure the degree of coordination through the analysis of physiological variables of both human and animal. Merging the state of art on human–horse relationship with the application of novel methodologies, could help to improve standardized protocols for animal assisted interventions, with particular regard to the emotional states of subjects involved.

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Lebedenko, Olga. "Emotional intelligence, social emotions, parental involvement in the emotional life of senior preschoolers: development and interrelation." SHS Web of Conferences 70 (2019): 08024. http://dx.doi.org/10.1051/shsconf/20197008024.

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The article analyzes the category of emotional intelligence and gives grounds for its significance in the social situation of the development of preschoolers. Various approaches to the analysis of the issue of emotional intelligence of a person are presented, the characteristics of its formation in preschool age are shown. Partial programs on the development of the emotional sphere and emotional intelligence of preschoolers are briefly reviewed. Empirically it has been proved that there is an interrelation between the degree of differentiation of social emotions of children with the level of emotional intelligence of preschoolers, as well as an interrelation between the indicators of emotional intelligence of senior preschoolers and the degree of parental involvement in the emotional life of their children. The necessity of organizing work on the development of emotional intelligence of senior preschoolers is substantiated, provided that the children’s parents are included as participants of educational relations.

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Olk, Stephan, Dieter K. Tscheulin, and Jörg Lindenmeier. "Does it pay off to smile even it is not authentic? Customers’ involvement and the effectiveness of authentic emotional displays." Marketing Letters 32, no. 2 (March 18, 2021): 247–60. http://dx.doi.org/10.1007/s11002-021-09563-x.

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AbstractResearch has shown that while the authenticity of positive emotional displays plays an important role in service encounters, it has not yet demonstrated a universally positive effect on customers’ behavior. This study, which is the first to present customer involvement as a contextual factor that influences customers’ processing, provides a deeper understanding of the effectiveness of the authenticity of emotional displays. The model is based on expectation disconfirmation theory and emotional contagion theory and is validated in a field experiment and two laboratory experiments that use video stimuli with actors in real-world contexts. The results show that even inauthentic displays can meet customers’ expectations depending on their involvement and that high-involvement customers adapt to employees’ authentic emotions more strongly than low-involvement customers do. In summary, the presented model strengthens the understanding of the role of authentic displays and provides an approach to improve the effectiveness of emotional labor strategies.

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Hayton, John W. "“They Need to Learn to Take It on the Chin”: Exploring the Emotional Labour of Student Volunteers in a Sports-Based Outreach Project in the North East of England." Sociology of Sport Journal 34, no. 2 (June 2017): 136–47. http://dx.doi.org/10.1123/ssj.2016-0098.

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This research explores the emotional labour of university students whilst volunteering on the Sport Universities North East England (SUNEE) sports-based outreach project. Using data from semi-structured interviews with students (n = 40) this paper draws on the work of Arlie Hochschild (1983, 2012) to explore the feeling, display and regulation of emotion by this cohort of volunteers throughout their involvement on the SUNEE project. The findings suggest that students’ emotional labour is influenced by a variety of challenging attitudes and situations that they encounter when attempting to coach “hard to reach” groups. To perform such emotional labour, students often chose to transmute emotion, separating their actual emotions from their outward display to convey a demeanour necessitated by the perceived feeling rules of the coaching context.

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Liebold, Benny, René Richter, Michael Teichmann, Fred H. Hamker, and Peter Ohler. "Human Capacities for Emotion Recognition and their Implications for Computer Vision." i-com 14, no. 2 (August 1, 2015): 126–37. http://dx.doi.org/10.1515/icom-2015-0032.

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AbstractCurrent models for automated emotion recognition are developed under the assumption that emotion expressions are distinct expression patterns for basic emotions. Thereby, these approaches fail to account for the emotional processes underlying emotion expressions. We review the literature on human emotion processing and suggest an alternative approach to affective computing. We postulate that the generalizability and robustness of these models can be greatly increased by three major steps: (1) modeling emotional processes as a necessary foundation of emotion recognition; (2) basing models of emotional processes on our knowledge about the human brain; (3) conceptualizing emotions based on appraisal processes and thus regarding emotion expressions as expressive behavior linked to these appraisals rather than fixed neuro-motor patterns. Since modeling emotional processes after neurobiological processes can be considered a long-term effort, we suggest that researchers should focus on early appraisals, which evaluate intrinsic stimulus properties with little higher cortical involvement. With this goal in mind, we focus on the amygdala and its neural connectivity pattern as a promising structure for early emotional processing. We derive a model for the amygdala-visual cortex circuit from the current state of neuroscientific research. This model is capable of conditioning visual stimuli with body reactions to enable rapid emotional processing of stimuli consistent with early stages of psychological appraisal theories. Additionally, amygdala activity can feed back to visual areas to modulate attention allocation according to the emotional relevance of a stimulus. The implications of the model considering other approaches to automated emotion recognition are discussed.

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Oka, Ryunosuke, Takatsugu Kojima, and Takashi Kusumi. "Involvement of listener`s emotion affects on emotional intensity of metaphor." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 2EV—098–2EV—098. http://dx.doi.org/10.4992/pacjpa.79.0_2ev-098.

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Lin, Shih-Kai, and Ping-Fu Hsu. "The Influence of Emotional Labor on Job Involvement in Taiwan’s Convenience Store: Compare the Effects of Moderating Role Among PJ Fit, PO Fit, PS Fit, and PG Fit." Asian Journal of Social Science Studies 6, no. 1 (April 9, 2021): 17. http://dx.doi.org/10.20849/ajsss.v6i1.868.

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Research on emotional labor focus on related employees’ work outcomes, well-beings, and dissonances that could be ignored some moderation effects especially between emotional labor and job involvement. This study focused on difference types of PE fit that individual fit takes a moderation role between emotional labor and job involvement. Data from 230 convenience store full time (71.7%) and part time (28.3%) working employees were collected. Results indicate that difference types of PE fit predicated moderating effects influenced the relationship between predictor (emotional labor) and criterion variables (job involvement). In sum, in describing PE fit mediating the relationships between emotional labor and job involvement,Further, we have made the points that (a) emotional labor can indirectly influence job involvement by the mediating processes of perceived person-environment, (b) person-environment fit revealed partially mediating effects on the relationship between emotional labor and job involvement, (c) among emotional labor, PE fit, and job involvement regarding significance positive effects.

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Roggman, Lori A., and J. Craig Peery. "Caregiving, emotional involvement, and parent‐infant play." Early Child Development and Care 34, no. 1 (January 1988): 191–99. http://dx.doi.org/10.1080/0300443880340114.

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McCormick, Meghan P., Elise Cappella, Erin E. O'Connor, and Sandee G. McClowry. "Parent Involvement, Emotional Support, and Behavior Problems." Elementary School Journal 114, no. 2 (December 2013): 277–300. http://dx.doi.org/10.1086/673200.

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Vahedi, Majid, and Hossein Nikdel. "Emotional Intelligence, Parental Involvement and Academic Achievement." Procedia - Social and Behavioral Sciences 30 (2011): 331–35. http://dx.doi.org/10.1016/j.sbspro.2011.10.065.

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Figueiredo, Bárbara, Raquel Costa, Alexandra Pacheco, and Álvaro Pais. "Mother-to-Infant Emotional Involvement at Birth." Maternal and Child Health Journal 13, no. 4 (March 4, 2008): 539–49. http://dx.doi.org/10.1007/s10995-008-0312-x.

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조성은 and Kyung-Ja Oh. "Emotional Clarity, Emotional Intensity, Emotional Awareness and their Involvement in Stress Coping Style and Depression." Korean Journal of Health Psychology 12, no. 4 (December 2007): 797–812. http://dx.doi.org/10.17315/kjhp.2007.12.4.008.

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Liu, Tai-Ling, Peng-Wei Wang, Yi-Hsin Connie Yang, Gary Chon-Wen Shyi, and Cheng-Fang Yen. "Association between Facial Emotion Recognition and Bullying Involvement among Adolescents with High-Functioning Autism Spectrum Disorder." International Journal of Environmental Research and Public Health 16, no. 24 (December 15, 2019): 5125. http://dx.doi.org/10.3390/ijerph16245125.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by impaired social interaction, communication and restricted and repetitive behavior. Few studies have focused on the effect of facial emotion recognition on bullying involvement among individuals with ASD. The aim of this study was to examine the association between facial emotion recognition and different types of bullying involvement in adolescents with high-functioning ASD. We recruited 138 adolescents aged 11 to 18 years with high-functioning ASD. The adolescents’ experiences of bullying involvement were measured using the Chinese version of the School Bullying Experience Questionnaire. Their facial emotion recognition was measured using the Facial Emotion Recognition Task (which measures six emotional expressions and four degrees of emotional intensity). Logistic regression analysis was used to examine the association between facial emotion recognition and different types of bullying involvement. After controlling for the effects of age, gender, depression, anxiety, inattention, hyperactivity/impulsivity and opposition, we observed that bullying perpetrators performed significantly better on rating the intensity of emotion in the Facial Emotion Recognition Task; bullying victims performed significantly worse on ranking the intensity of facial emotion. The results of this study support the different deficits of facial emotion recognition in various types of bullying involvement among adolescents with high-functioning ASD. The different directions of association between bully involvement and facial emotion recognition must be considered when developing prevention and intervention programs.

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Atkinson, Anthony P. "Emotion-specific clues to the neural substrate of empathy." Behavioral and Brain Sciences 25, no. 1 (February 2002): 22–23. http://dx.doi.org/10.1017/s0140525x02240017.

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Research only alluded to by Preston & de Waal (P&deW) indicates the disproportionate involvement of some brain regions in the perception and experience of certain emotions. This suggests that the neural substrate of primitive emotional contagion has some emotion-specific aspects, even if cognitively sophisticated forms of empathy do not. Goals for future research include determining the ways in which empathy is emotion-specific and dependent on overt or covert perception.

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Othman, Norasmah, and Tengku Nor Asma Amira Tengku Muda. "Emotional intelligence towards entrepreneurial career choice behaviours." Education + Training 60, no. 9 (October 8, 2018): 953–70. http://dx.doi.org/10.1108/et-07-2017-0098.

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Purpose The purpose of this paper is to assess emotional intelligence levels and their contributions to entrepreneurial career choice behaviours among Malaysian public university students. Design/methodology/approach This study surveyed 369 respondents selected from a population of 87,503 Malaysian public university students using stratified and simple random sampling techniques. Respondents were given a three-part questionnaire covering their personal information, their emotional intelligence in terms of self-awareness, emotion management, empathy and social skills and their entrepreneurial career choice behaviours. Findings The results indicate that the surveyed students have high levels of self-awareness and empathy, and moderate levels of emotion management and social skills. This indicates that these students are able to manage their emotions in making decisions and consider people’s emotions. The results also indicate that students who were able to manage their negative emotions were more likely to choose an entrepreneurial career. Research limitations/implications This study aims to help higher institutions focus on emotional intelligence in the entrepreneurship curriculum to help students recognise their potential in terms of entrepreneurial characteristics and behaviours. Students’ involvement in entrepreneurship can foster economic growth in developing countries. A limitation of this study is that it focuses only on second-year undergraduates from public universities in the Selangor area. Originality/value Few studies address emotional intelligence and entrepreneurial career choices among public university students, which this study addresses.

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Rafikova, Antonina S. "Socio-emotional regulation in collaborative learning: studies review." Psychological-Pedagogical Journal GAUDEAMUS, no. 2 (2022): 25–34. http://dx.doi.org/10.20310/1810-231x-2022-21-2-25-34.

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We analyze studies on socio-emotional regulation in collaborative learning. The features and advantages of collaborative learning are described. We consider The role of academic emotions in the learning process. The emotional background plays an important role in the learning process in general and collaborative learning in particular. Students often experience problems in the emotional sphere during learning process, for the solution of which they use the strategy of “emotion suppression”. In this context, social-emotional interaction plays an important role in the learning process. Positive social and emotional interaction contributes to increased motivation, harmonious functioning of the group and greater involvement in the learning process. Negative socio-emotional interaction creates difficulties for the process of group learning and is realized in directive forms of social regulation. The N.G. Lobczowski’s model describes the process of formation and regulation of emotions in the process of collaborative learning. According to this model, emotion formation spans the first four stages (context, stimulus event, appraisal, and emotional response) leading to the regulation. An important aspect of the socio-emotional interaction is the socio-emotional discourse. To create positive social and emotional conditions for learning, it is important to show interest in other members of the group, express social responsiveness, positively assess the progress in completing the task and the actions of group members, and express mutual support between participants. Solving problems and conflicts between group members is necessary to maintain a sense of cohesion among group members. The solution of the problems associated with the socio-emotional interaction requires the socio-emotional regulation, that is, responding to the manifestation of emotions in the group, solving the problems of the group and supporting positive interaction between group members. Students can apply behavioral, interpersonal, cognitive, motivational and motivational-cognitive socioemotional regulation strategies.

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Angelia, Mikha, Sri Tiatri, and Pamela Hendra Heng. "HUBUNGAN RELIGIUSITAS DAN REGULASI EMOSI SISWA SEKOLAH DASAR." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 2 (October 31, 2020): 451. http://dx.doi.org/10.24912/jmishumsen.v4i2.8252.2020.

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Emotional regulation is an individual’s ability to regulate emotions. Individual regulate his/her emotion to be able to control his/her life. In practice, the ability of emotional regulation can be influenced by various factors. One of the factors that can influence the process of emotional regulation is the level of religiosity. In this study, researchers aimed to be able to see the relationship of students’ religiosity on emotional regelation possessed by students. This study involved 319 elementary school students in SD X. Participants were given a set of assessments to measure the level of religiosity and emotional regulation. Religiosity is measured by using the Dimension Religiosity Scale to measure preoccupation, conviction, emotional involvement, and guidance. To measure emotional regulation, researchers used the Emotion Regulation Questionnaire for Children and Adolescent (ERQ-CA) to measure the level of cognitive reappraisal and expressive suppression possessed by students. Data was analysised using correlation test in SPSS version 23. From the results of the correlation test conducted found that there is a significant relationship between the variables of religiosity and emotional regulation (r = 0.248, with p < 0.05). This shows that if the level of religiosity students have is high, the ability of students to regulate emotions will be better. Regulasi emosi adalah suatu kemampuan individu dalam mengatur emosi. Setiap orang melakukan regulasi emosi untuk dapat mengendalikan hidupnya. Dalam praktiknya, kemampuan regulasi emosi dapat dipengaruhi oleh berbagai faktor. Salah satu faktor yang dapat mempengaruhi proses regulasi emosi adalah tingkat religiusitas yang dimiliki individu tersebut. Dalam penelitian ini, peneliti bertujuan mengkaji hubungan antara religiusitas siswa dengan regulasi emosi yang dimiliki oleh siswa. Penelitian ini melibatkan 319 siswa-siswi Sekolah Dasar di sekolah X. Partisipan diberikan satu set asesmen untuk mengukur tingkat religiusitas dan regulasi emosi. Religiusitas diukur dengan menggunakan Dimension Religiousity Scale untuk mengukur preoccupation, conviction, emotional involvement, dan guidance. Untuk mengukur regulasi emosi, peneliti menggunakan Emotion Regulation Questionnaire for Children and Adolescent (ERQ-CA) untuk mengukur tingkat kemampuan cognitive reappraisal dan expressive suppression yang dimiliki oleh siswa. Analisis data menggunakan uji korelasi dengan menggunakan SPSS versi 23. Dari hasil uji korelasi yang dilakukan, didapatkan bahwa ada hubungan yang signifikan antara variabe religiusitas dan regulasi emosi (r = 0,248, p < 0,05). Hal ini menunjukkan bahwa makin tinggi tingkat religiusitas yang dimiliki siswa, maka makin tinggi pula kemampuan siswa dalam meregulasi emosi.

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Llorent, Vicente J., Adriana Diaz-Chaves, Izabela Zych, Estera Twardowska-Staszek, and Inmaculada Marín-López. "Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies." School Mental Health 13, no. 3 (August 27, 2021): 535–47. http://dx.doi.org/10.1007/s12310-021-09473-3.

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AbstractBullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

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Allam, Zafrul, Shaju George, Karim Ben Yahia, and Azam Malik. "Emotional Exhaustion and Job Satisfaction: An Investigation of the Mediating Role of Job Involvement using Structural Equation Modeling." International Journal of Innovative Research and Scientific Studies 6, no. 1 (December 14, 2022): 20–27. http://dx.doi.org/10.53894/ijirss.v6i1.1067.

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It is important for management to make its employees fully satisfied at work by reducing emotional exhaustion and increasing their involvement. Today the majority of companies strive to improve their employees’ performance by providing them with all the facilities they need to maintain their physical and psychological well-being and thereby enhance their effectiveness. Therefore, the current study aims to examine whether job involvement mediates the relationship between emotional exhaustion and job satisfaction among financial sector employees. An analysis of 200 responses from financial sector employees was conducted using a survey. To gather information, a set of tools including emotional exhaustion, job satisfaction, job involvement and biographical information from bank employees were used. A structural equation model was used to analyze the relationships. The results showed a positive correlation between emotional exhaustion and job involvement between emotional exhaustion and job satisfaction and between job involvement and job satisfaction. Thus, it is observed that job involvement mediates and has a significant impact on job satisfaction. The current findings have their own significance for social scientists and managers since they provide a framework for designing work arrangements in a way to prevent emotional exhaustion while increasing employees’ level of job involvement and job satisfaction. The study concludes with a discussion of limitations and suggestions for future research.

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Lee, Hyung-Min, and Bok-Hee Cho. "The Relationship between Infant Temperament, Maternal Emotional Availability, Infant Emotional Responsiveness and Involvement." Korean Journal of Child Studies 33, no. 2 (April 30, 2012): 223–42. http://dx.doi.org/10.5723/kjcs.2012.33.2.223.

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Galaktionova, Anastasiia. "Emotional boundaries of public involvement in city improvement." Cities 115 (August 2021): 103254. http://dx.doi.org/10.1016/j.cities.2021.103254.

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M’bailara, Katia, Thierry Atzeni, Benjamin Contrand, Cyrielle Derguy, Manuel-Pierre Bouvard, Emmanuel Lagarde, and Cédric Galéra. "Emotional reactivity: Beware its involvement in traffic accidents." Psychiatry Research 262 (April 2018): 290–94. http://dx.doi.org/10.1016/j.psychres.2017.12.019.

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Grosso, A., M. Cambiaghi, G. Concina, T. Sacco, and B. Sacchetti. "Auditory cortex involvement in emotional learning and memory." Neuroscience 299 (July 2015): 45–55. http://dx.doi.org/10.1016/j.neuroscience.2015.04.068.

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Moss, Robert, and Christine Mahan. "Emotional restructuring: Clinical Biopsychological perspective on brain involvement." Neuropsychotherapist 5 (April 1, 2014): 54–65. http://dx.doi.org/10.12744/tnpt(5)054-065.

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Moss, Robert, and Christine Mahan. "Emotional restructuring: Clinical biological perspective on brain involvement." Neuropsychotherapist, no. 5 (April 1, 2014): 54–65. http://dx.doi.org/10.12744/tnpt(5)054-65.

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Martin, Miquel, Catherine Ledent, Marc Parmentier, Rafael Maldonado, and Olga Valverde. "Involvement of CB1 cannabinoid receptors in emotional behaviour." Psychopharmacology 159, no. 4 (February 1, 2002): 379–87. http://dx.doi.org/10.1007/s00213-001-0946-5.

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Bjelobrk Babić, Ozrenka, Milica Drobac-Pavićević, and Tanja Stanković-Janković. "Music Preferences and Enjoyment of Music as Predictors of Involvement of Teacher Studies Students in Music Teaching." Društvene i humanističke studije (Online) 7, no. 3(20) (October 30, 2022): 315–34. http://dx.doi.org/10.51558/2490-3647.2022.7.3.315.

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The study of musical preferences, enjoyment of music and students’ involvement in teaching, as a current topic worthy of attention, deserves a multidisciplinary approach. Therefore, the aim of this research is to determine the predictive power of music enjoyment and musical preferences on students’ cognitive, emotional and social involvement in music teaching, as well as on their overall involvement in music teaching, which includes all three mentioned aspects. The sample included 183 teacher studies students from four university centers in Bosnia and Herzegovina. Research findings confirm that enjoyment of music, based on internal motivation, is a predictor of greater involvement (cognitive, emotional and social) of students in music lessons. Musical preferences are statistically significant as a model, but they do not make a statistically significant partial contribution to the prediction of cognitive, emotional and social involvement of students in music classes. It is clear that the research findings open up the „old-new” issues of the quality of music in society, detours or some „new avant-garde”. The recommendations brought by this research are reflected in the greater activation of the emotional dimension of university music teaching, which must be closely related to the cognitive and social aspects of music. The key to success, the experience of the lecturer, and thus the atmosphere in lessons, is primary for the quality of students’ involvement in the teaching process. We need high-quality, creative and at the same time fun and emotionally rich music teaching in order to create a path of faith into stimulating and healthy development of the students’ versatile personalities with a developed attitude towards music preference.

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Alvinius, Aida, Malin Elfgren Boström, and Gerry Larsson. "Leaders as emotional managers." Leadership & Organization Development Journal 36, no. 6 (August 3, 2015): 697–711. http://dx.doi.org/10.1108/lodj-11-2013-0142.

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Purpose – The purpose of this paper is to develop a deeper understanding of how leaders manage their own and others’ emotions in professional crisis management organizations during severely demanding episodes. The empirical case is a hostage drama that occurred in a small Swedish town. Although staff at the local prison were situationally prepared and trained in incident exercises, two inmates with knives fled the prison after taking a warden hostage. Design/methodology/approach – A grounded theory approach was used. In all, 14 informants from four Swedish authorities were interviewed on the basis of their involvement in the hostage drama. Findings – According to the analysis, an emergency response leader’s emotion management is framed by an organizationally embedded emotional regime which is summed up in two core themes: focus on the task and do not let emotions interfere; and provide the task force with maximum physical and psychological security. The leader’s emotion management within this framework consists of two interdependent processes, one more organization oriented and one more individual oriented. Research limitations/implications – Small sample, lack of representativeness, and lack of illumination of possible gender-related aspects. Practical implications – The suggested model may be valuable in educational settings. Originality/value – A new integrative, theoretical process model of leadership and emotion management in complex, stressful operations.

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Peters, Chris. "Emotion aside or emotional side? Crafting an ‘experience of involvement’ in the news." Journalism: Theory, Practice & Criticism 12, no. 3 (April 2011): 297–316. http://dx.doi.org/10.1177/1464884910388224.

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Hsu, Ping-Fu. "The Influences of Emotional Labor on Job Involvement: The Effects of Mediating Role With PE Fit." Asian Journal of Social Science Studies 6, no. 2 (May 6, 2021): 1. http://dx.doi.org/10.20849/ajsss.v6i2.885.

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Research on emotional labor focus on related employees’ work outcomes, well-beings, and dissonances that could be ignored some moderation effects especially between emotional labor and job involvement. This study focused on difference types of PE fit that individual fit take a mediation role between emotional labor and job involvement. Data from 230 convenience store full time (71.7%) and part time job (28.3%) working employees were collected. Results indicate that difference types of PE fit predicated mediating effects influenced the relationship between predictor (emotional labor) and criterion variables (job involvement). Further, person organization fit evidenced positive effects on job identity.

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Ju, Si-yeon, and Kyung Sook Kim. "Effects of Mothers’ Emotional Expressiveness on Young children’s Resilience: Mediated by Fathers’ Parenting Involvement." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 455–69. http://dx.doi.org/10.22251/jlcci.2022.22.17.455.

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Objectives This study was conducted to examine the mediating effect of fathers’ parenting involvement on the effects of mothers’ emotional expressiveness on young children’s resilience. Methods For this study, it examined 269 five-year-old iyoung children enrolled in a child care centers located at J-do. young children’s resilience was evaluated by their teachers in charge of them and their mothers and fathers evaluated mothers’ emotional expressiveness and fathers’ parenting involvement in each home. The Pearson correlation analysis and Baron and Kenny’s three-step mediated regression analysis on the data collected were conducted by using SPSS WIN21.0, and then, the Sobel test of them was implemented. Results The findings are as follows: First, there were significant correlational relationships among mothers’ emotional expressiveness, young children’s resilience, and fathers’ parenting involvement. Second, mothers’ emotional expressiveness had positive effects on young children’s resilience and the effect of mothers’ emotional expressiveness on young children’s resilience was mediated by fathers’ parenting involvement. Conclusions The results of this study suggests that it is possible to more reliably understand the effects of mothers’ emotional expressiveness on iyoung children’s resilience, by considering fathers’ parenting involvement together and to enhance young children’s resilience based on variables in homes.

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Flouri, Eirini. "Correlates of parents’ involvement with their adolescent children in restructured and biological two-parent families: The role of child characteristics." International Journal of Behavioral Development 28, no. 2 (March 2004): 148–56. http://dx.doi.org/10.1080/01650250344000352.

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This study used data from both 225 fathers and mothers as well as their secondary school age children to explore the role of child characteristics (sex, age, self-esteem, and emotional and behavioural well-being) in mother’s and father’s involvement in biological and restructured (stepfather) two-parent families after controlling for known confounding factors. Parent involvement was assessed by both the child and the parents. Child-reported father’s involvement was positively related to child-reported child’s self-esteem, and child-reported mother’s involvement was higher for girls. The interaction between family structure and father-reported child’s emotional and behavioural problems was significant in predicting father-reported father’s involvement. Stepfathers reported higher involvement when they viewed their stepchildren as psychologically well adjusted than when they viewed them as having emotional and behavioural problems. As a group, child characteristics were more significant in predicting fathers’ than mothers’ involvement.

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Gavazzi, Stephen M., Patrick C. McKenry, Jill A. Jacobson, Teresa W. Julian, and Brenda Lohman. "Confirmatory Factor Analysis of the Family Emotional Involvement and Criticism Scale: Evidence of the Dimensionality of Expressed Emotion." Psychological Reports 92, no. 1 (February 2003): 119–27. http://dx.doi.org/10.2466/pr0.2003.92.1.119.

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Using a convenience sample of 152 married couples, the present study tested models that alternately considered family members' perceptions of Expressed Emotion to be a one-, two-, three-, or four-factor construct as measured by the Family Emotional Involvement and Criticism Scale. Results of confirmatory factor analysis procedures indicated that perceptions of Expressed Emotion were best represented by a four-factor model that consisted of involvement, criticism, upset feelings, and approval. The methodological implications of these findings are discussed.

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Journal articles on the topic 'Emotional involvement'

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