Relevant bibliographies by topics / Emotional journey

Contents

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

Academic literature on the topic 'Emotional journey'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Emotional journey"

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Coughlan, Tim, Kate Lister, and Mathijs Lucassen. "Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study." Journal of Formative Design in Learning 5, no. 1 (June 2021): 39–52. http://dx.doi.org/10.1007/s41686-021-00055-9.

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AbstractStudent mental health is a critical issue that institutions are struggling to tackle proactively. The wellbeing of students is largely invisible to institutions unless specific mental health conditions are diagnosed and disclosed. In comparison to the importance placed on academic aspects, the affective experiences of education throughout the study journeys of students are rarely acknowledged. Approaches for students to develop emotional awareness, through which they learn to understand and manage their emotions, are limited. In this article, we describe the design and evaluation of Our Journey, a platform for students to represent their study journeys through describing the events and emotions they experience. The conceptual and user experience design of the platform was derived from participatory activities with students and staff and has been further refined via several physical and online iterations. In this paper, we report findings from an exploratory pilot trial of Our Journey with 54 students studying for a range of qualifications at an online learning institution. Through an analysis of the journeys that the students produced and a post-trial survey, we found that Our Journey can support representations of emotional awareness in relation to study events which prompted students to reflect on important aspects of their study and personal development. The design and use of the platform have also prompted important considerations around how emotion is represented, as well as how the privacy and ownership of these representations of personal experiences can be managed to support students and institutions to potentially benefit from novel tools such as Our Journey.
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Petrone, Michele Angelo. "The emotional cancer journey." Lancet 350, no. 9080 (September 1997): 819. http://dx.doi.org/10.1016/s0140-6736(97)25037-3.

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Bauer, Karen. "Emotion in the Qur'an: An Overview." Journal of Qur'anic Studies 19, no. 2 (June 2017): 1–30. http://dx.doi.org/10.3366/jqs.2017.0282.

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In the Western academic study of the Qur'an, very little has been written about emotion. The studies that do acknowledge the power of emotion tend to concentrate on emotion as a response to the text's aesthetics. And yet emotion is a central part of the Qur'an: fostering the correct emotions is a part of pietistic practice, emotion helps to convince believers to act as they should, and emotional words and incidents bring unity to this synoptic text. This article has four parts. It begins by reviewing approaches that have been taken in History and Biblical studies, in order to clarify the nature of emotions. I argue that emotions are universal but that they have socially constructed elements and a social function. Also, control of emotions can be as revealing as emotional expression. Part Two describes the overall message of emotions in the Qur'an. Humans must cultivate God-fearingness, while God bestows mercy/compassion and love, or anger and displeasure. Believers are distinguished by their emotional sensitivity to God's word, and their ability to form an emotional attachment to God, and thus emotional control is a key pietistic practice. In Part Three, I propose a new method for analysing emotion within Qur'anic suras, which is to trace emotional plots. This method involves identifying the emotional journey undertaken or described in a passage of text. Part Four examines the resonance that is created by the use of specific emotion words in different suras.
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Feighan, Ciara, Hilary Devine, Usha Daniel, Mensud Hatunic, and Mary Frances Higgins. "The emotional journey of gestational diabetes." Lancet Diabetes & Endocrinology 5, no. 11 (November 2017): 924. http://dx.doi.org/10.1016/s2213-8587(17)30189-4.

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Creo, Robert A. "A Roundup: The Emotional Journey Review." Alternatives to the High Cost of Litigation 36, no. 10 (November 2018): 149–51. http://dx.doi.org/10.1002/alt.21756.

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Amorim, Vitor, and Manuela Quaresma. "Using User Journey to map emotional oscillations during CoVID-19 social distancing." Strategic Design Research Journal 14, no. 1 (April 9, 2021): 149–60. http://dx.doi.org/10.4013/sdrj.2021.141.13.

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The CoVid-19 pandemic has demanded society to social distance, which significantly affected not only people's routine but also and their mental health. The way each person is facing this period of confinement is shaped according to their principles, culture, health, and financial stability, thus leading individuals to react emotionally in different ways. Through Design, it is possible to map these experiences and represent them through User Journeys, allowing clear representations of how the experience took place when facing the fear of contagion, the sudden change of routine, and isolation. This study focuses on discussing the effectiveness of unifying different experiences in a single representation, mainly to outline emotional aspects. Trying to balance all emotional variations in a single User Journey prevents the researcher from seeing important details of the users' experience. In this study, the need to use individual User Journeys was evidenced when it is intended to analyse the emotional aspects of users when dealing with products or services, as individuality can shed light on aspects not observable in a consolidated analysis.
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Ugochukwu Ude, Paula. "The Emotional Journey of the Alzheimer’s Family." Social Work 61, no. 2 (February 4, 2016): 189. http://dx.doi.org/10.1093/sw/sww016.

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Straker, Karla, and Cara Wrigley. "Translating emotional insights into digital channel designs." Journal of Hospitality and Tourism Technology 7, no. 2 (May 3, 2016): 135–57. http://dx.doi.org/10.1108/jhtt-11-2015-0041.

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Purpose The purpose of this study is to identify and understand the emotions behind a passenger’s airport experience and how this can inform digital channel engagements. Design/methodology/approach This study investigates the emotional experience of 200 passengers’ journeys at an Australian domestic airport. A survey was conducted which implemented the use of Emocards and an interview approach of laddering. The responses were then analysed into attributes, consequences and values. Findings The results indicate that across key stages of the airport (parking, retail, gates and arrivals) passengers had different emotional experiences (positive, negative and neutral). The attributes, consequences and values behind these emotions were then used to propose digital channel content and purpose of various future digital channel engagements. Research limitations/implications By gaining emotional insights, airports are able to generate digital channel engagements, which align with passengers’ needs and values rather than internal operational motivations. Theoretical contributions include the development of the technology acceptance model to include emotional drivers as influences in the use of digital channels. Originality/value This paper provides a unique method to understand the passengers’ emotional journey across the airport infrastructure and suggest how to better design digital channel engagements to address passenger latent needs.
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Mele, Cristina, Tiziana Russo-Spena, Marco Tregua, and Cristina Caterina Amitrano. "The millennial customer journey: a Phygital mapping of emotional, behavioural, and social experiences." Journal of Consumer Marketing 38, no. 4 (June 7, 2021): 420–33. http://dx.doi.org/10.1108/jcm-03-2020-3701.

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Purpose The wider possibility of connectivity offers additional opportunities for customers to experience value propositions. The online world is only one side of the customer experience. The integration of digital technologies, social presence and physical elements increases the complexity of customer journey. This paper aims to map the phygital customer journey by focusing on millennials. Design/methodology/approach The study adopted a qualitative methodology to investigate 50 millennials from Italy. Millennials had to describe, in two phases, a journey they had recently made. First, they used sticky notes with no restrictions on expressing their feelings and structuring their CJ. Second, customers transferred the sticky notes’ contents, consider the information provided and map the journey with additional details using the Uxpressia software. Findings This paper frames the Millennials customer journey as a cycle of four moments: connect, explore, buy and use. Each moment enacts the customer experience as a mixture of emotional, behavioural and social responses. Online and offline interactions blur the boundaries between the physical and digital world (i.e. phygital): millennials move back-and-forth or jump from one action to another according to the evolving path of emotions and interactions. Originality/value The phygital customer journey provides an alternative understanding of customer journey occurring as a fuzzy process or loop. A phygital map develops as a circular path of moments seen as phenomenological microworlds of events, interactions, relationships and emotions.
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Moate, Josephine, and Maria Ruohotie-Lyhty. "The emotional journey of being and becoming bilingual." International Journal of Bilingual Education and Bilingualism 23, no. 2 (July 13, 2017): 213–26. http://dx.doi.org/10.1080/13670050.2017.1348464.

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Dissertations / Theses on the topic "Emotional journey"

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Navarro, Leticia. "An emotional journey through Mexican films." Thesis, Stockholm University, Department of Cinema Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7033.

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One of the characteristics of film viewing since the beginning is the reaction film causes in the audience. This emotional reaction puzzles me. The aim of this study is to discover how film conveys emotions to the viewer and how these emotions are triggered. Film viewing has an emotional response often expressed by the viewer whether the film was good or not. What is it that makes it so appealing to our emotions?

In order to find an answer I have looked through the theories of Greg M. Smith, Annette Kuhn, Allan Casebier and Colin McGinn, among others, to unveil how this emotions emerge. These theories approach the emotions in different ways giving a wider view of how emotions emerge during the film viewing. Personally, I am emotionally attracted to black and white Mexican films from the 40’s and 50’s and based the analysis on some of this films.

After analysing Mexican films from the 40’s and 50’s I have come to the conclusion that the emotional reaction can be analysed by filmic tools such as the mood-cue system or the reading of thresholds and boarders, among others. The sum of visual, aural, narrative, movement among other elements together trigger emotions expressed depending of one’s own beliefs. Films have developed a wide range of ways to cue the viewer to a certain response and enhance determined emotions. The emotional response is however strongly linked to the individual background of the viewer and its beliefs. This makes a general reading not always easy to predict.

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Ng, May Ling. "An emotional journey : from sensory attributes to packaging and back again!" Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27976/.

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With the rapid proliferation of new products into the marketplace, understanding emotional responses may offer a differential advantage beyond traditional hedonic measures. Thomson et al. (2010) argued that consumers also associate other functional connotations (e.g. refreshing) and abstract feelings (e.g. sophisticated) to a product, referring to these associations (emotional, abstract and functional) as 'conceptualisations'. The aim of this project was to investigate the effect of the sensory attributes and packaging cues of commercial blackcurrant squashes on consumers' liking and conceptualisations. Initially, the sensory attributes of the squashes were characterised using a sequential approach of quantitative descriptive analysis (QDA) and temporal dominance of sensations (TDS). Using QDA and TDS in tandem was revealed to be more beneficial than each on its own, providing a fuller sensory profile. Next, emotional response and liking within the squash category was measured using the EsSense Profile TM, in which consumers rated a predefined emotion lexicon (n=100) under three conditions: (1) blind, (2) pack and (3) informed (product and packaging). The project also measured how emotional, abstract and functional responses changed across blind, pack and informed conditions. A conceptual lexicon was defined by consumers (n=29), after which a different group of subjects (n=100) rated the squashes using the lexicon and a check-all-that-apply (CATA) approach (CD-CATA). The findings of both EsSense Profile and CD-CATA experiments revealed that intrinsic sensory attributes had more association with emotions and liking, than the packaging. Interestingly, the CD-CATA experiment suggested that extrinsic packaging cues had more association with abstract/functional conceptual responses. The relationship between liking and emotional responses to debranded squash (sensory attributes) was investigated comparing EsSense Profile and CD-CATA approaches. Both approaches yielded emotional data that clearly discriminated across the products more effectively than the hedonic scores. In addition, both approaches produced similar emotional spaces and product configurations. A two dimensional structure (pleasantness vs. engagement/activation) corresponding to published circumplex emotion models was observed in each method. The final phase of the PhD was to determine the relationship between sensory attributes of the squashes (as measured by QDA and TDS) and consumer responses (EsSense Profile and CD-CATA approaches). Sensory attributes in squashes that were found to drive liking and positive conceptual responses in consumers were 'natural processed blackcurrant' and 'natural sweetness'. The study also shows how some temporally dominant sensory attributes (e.g. 'minty') evoked positive conceptual responses in consumers. Throughout the thesis, recommendations regarding practical implications for emotion measurement and general ideas for future research are discussed.
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Cooper, Julie. "Discovering and engaging with the emotional context of action research : a personal journey." Thesis, City University London, 2012. http://openaccess.city.ac.uk/1253/.

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This thesis consists of five elements which, when taken together, articulate the journey of personal and professional development I have undertaken as an action researcher, and convey the emotional context of this type of work. The foundation for my development journey was the undertaking of a three year action research study which aimed to improve the care for older people on two rehabilitation wards in an acute NHS trust. Analysis of findings provided theoretical explanations of what helped and hindered staff from engaging in practice change,with the report presenting a neat and straightforward process of investigation. My experience of undertaking the study was, however, far from the neat and straightforward process articulated, with it being a complex, difficult and painful undertaking which had a personal impact on me. The thesis progresses from the research report to explore and critically reflect on my personal experience of undertaking the action research study, and engages with the experience of other action researchers through a secondary analysis of the literature. Through this work the emotional context of action research is highlighted for all those involved in the process. It is argued that attention to emotions throughout the action research process is essential for both participants and researchers to ensure that the care and support required to manage them can be provided, and to enable such emotions to be used as data that can further inform the field of study. Although the importance of recognising the emotional context of action research is articulated in this thesis, there is a dearth of literature in relation to it. It is concluded that more needs to be written on this aspect of practice so that those new to action research can be made aware of the importance of the emotional components inherent within it, and can ensure that appropriate strategies are in place to enable them to engage with, learn from, and utilise such emotions to further inform their work. The messages in this thesis will be of relevance to those considering, undertaking, supporting and supervising action research studies. In addition, due to the similarities of action research processes, contexts and topic areas to other methods of practice change, they will also be relevant to those involved in general practice development activity.
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Alexander, Loris, and na. "Visual art dialogue in personal psychological learning a private journey with public relevance." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20061006.153107.

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Understanding and managing emotion in psychological therapy is a complex and challenging problem for practitioners and clients. The traditional emphasis on verbal language as the mediating process in therapy is expanding with the inclusion of multimodal creative arts, based on visual, auditory, and kinaesthetic perceptions, to better support the reaccessing of emotion. This can be followed recursively by the use of words to develop narrative and meaning. The main research emphasis in this thesis was on visual art. Studies of other art forms may follow. Philosophical understanding, neuroscience advances and developments in psychological therapy underpin and explain this therapeutic expansion. A qualitative research approach is taken, engaging several different actions from within that research paradigm. The thesis is written as a metaphorical journey and conveys the experience of art dialogue and the experience of researching, as parallel stories. Psychological learning journeys undertaken by its author and a colleague, some clients, therapists and teachers, are described in three encounters. The first encounter explored visual art dialogue as a process addition to a developing experiential phenomenological approach using multimodal creative arts (The MIECAT Process � Lett 2001). The objective was for the colleagues to experience a lengthy creative arts sequence, developing and undertaking the process of visual art dialogue. Multilevel actions and outcomes were recorded throughout the collegial engagement. The collegial encounter required that the co-researchers pursue their own personal psychological meanings and report on their experience of the process. Personal narrative meanings exposed in exploring visual art dialogue, are not discussed, the emphasis being on confirming how actions occurred and their effectiveness for application. Actions stopped where direct verbal therapeutic engagement might occur. Following collegial experience, visual art dialogue was used with clients and other therapists and teachers, to question its broader relevance. The second inquiry, involving three clients of the author, asked how the process would support professional actions in a therapeutic situation. The third encounter engaged other therapists and teachers to expand on questions of by whom and how, art dialogue could be used. Psychological therapy theory suggests process location within a humanistic framework, in an eclectic focus or supporting the development of an experiential, phenomenological psychology process approach based on the known functions of mind and body. The associated personal and professional aspects of the experience of process exploration constituted a step in authorial understanding and may contribute to increasing knowledge of the creative arts applied to psychological therapy.
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Voss, Corrie A. "The narrative journey of the conscious leader." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490870727530644.

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Hogan, Susan Elizabeth. "Teaching mathematics to children with emotional and behavioural difficulties : the development of practice as a personal journey." Thesis, Open University, 2003. http://oro.open.ac.uk/54558/.

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Children with emotional and behavioural difficulties (EBD) are often characterised as 'challenging' and 'unteachable'. The purpose of this thesis is to demonstrate how one teacher's personal enquiry into her practice reveals an alternative perspective on teaching mathematics to children with EBD. If it is accepted that the mathematics classroom is challenging to the child then the role of the mathematics teacher becomes one of developing a trusting relationship with the child based on the teacher's use of empathy and 'being there'. It is important for the mathematics teacher to take risks in using mathematics to overcome the emotional and behavioural difficulties of the child. The message is that researching one's own practice is a valuable exercise for any practitioner.
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Maynard, Brandon W. "From Dawn to Dan: The Journey of Karate Masters." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1495216685379078.

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Brown, Mary Louise. "The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom." Thesis, Boston College, 2009. http://hdl.handle.net/2345/636.

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Thesis advisor: Elizabeth A. Twomey
As the documented number of students demonstrating significant emotional and behavioral challenges continues to increase, teachers often encounter difficulties in meeting the needs of these students in their classrooms. With Individuals with Disabilities Education Act 2004 (IDEA) mandates requiring the Least Restrictive Environment (LRE), schools are challenged to include these students in the regular education classroom while ensuring a safe learning environment for students and staff. This qualitative case study focused on affecting teacher attitude toward the inclusion of students with emotional and behavioral disorders in a suburban elementary school. The initiative incorporated a professional development series as well as the implementation of administrative, organizational and cultural supports aimed at building teacher capacity. As part of this study, the principal analyzed how school culture changed as the school sought to become more inclusive. The researcher, who was also the principal of the school, studied the attitudes and experiences of ten teachers who volunteered to be a part of this project. Data were collected and triangulated through interviews, journal entries, questionnaires, observations, field notes, a survey, and document analysis. The findings of this study indicate that efforts to affect teacher attitude must be comprehensive. Relying only on professional development opportunities does not necessarily ensure that teachers will generalize their newly acquired skills back to the classroom. Teachers require collaboration opportunities with special educators embedded within their school day. They also need the administrative, organizational, and cultural supports that sustain successful inclusion. These supports include: active modeling and assistance from the principal, accessibility to assistants, supportive scheduling, implementation of common language regarding behavior, and the identification of core values which affirm a commitment to inclusion. Implications for practice include the importance of: fostering communication and collaboration between and among special and regular educators, promoting professional development opportunities based on current adult learning theories, and utilizing journals to help teachers think more deeply about their interactions with students as well as their teaching practices. Limitations of this study include the researcher's role as school principal and participant, small sample size, and relatively short study duration
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Collins, Matt. "The emotional side of breakthrough innovation." Thesis, Cranfield University, 2015. http://dspace.lib.cranfield.ac.uk/handle/1826/9696.

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Breakthrough innovations are vital for the global economy and even our survival as a species. They appear as creative leaps and insights without obvious connection to existing knowledge and are extremely valuable to organisations, giving them significant competitive advantage. Historiometric and psychopathological evidence shows that breakthrough innovations are often associated with individuals and affective dysfunction; yet innovation today is widely held to be an organisational phenomenon operationalised though a model of creativity based on positive affective experiences and group activities which may be particularly unsuited to innovative thinkers. Research upon which the current paradigm for creativity and innovation are based is detached from real world outcomes and has been challenged as to its validity. Little data exists outside of experiments or indirect observation of naturally occurring affective experiences and the mood-creativity-innovation link has yet to be proven; we still know very little about how breakthrough innovations occur. This unique study addresses this significant gap in innovation research with a two-year longitudinal case study of a breakthrough innovation being developed for a multi-national Fast-Moving Consumer Goods company. It followed the journey of a lone innovator and attempts to answer the research question: “Can a fear of failure lead to breakthrough innovation?” The innovation space was investigated from three perspectives: technology, organisation and innovator, to build a picture of the highly immersive and emotionally charged experience of innovating. Many new insights were gained, and with extensive support from literature, new tools for the management of technology and the interface between innovators and organisations were developed, along with ground-breaking research into the mood-creativity innovation link. These are delivered through a series of four journal papers. The key finding from this research has been the discovery of the innovation-wave, a phenomenon which for the first time provides evidence for the mood-creativity-innovation link; intimately connecting real-world creative efficacy with emotion and specifically a ‘fear of failure’. From this finding a new theory and psycho-cognitive model for a distinct form of creativity called innovative thinking, driven by negative affect (mood) and specifically suited to achieving a breakthrough innovation through overcoming apparently insoluble problems, was posited and a hypothesis proposed and tested using a sophisticated innovation simulation developed especially for this purpose. Evidence from the case study and later experiment provide support for the research question and the lone innovator. This study makes a unique contribution to our understanding of creativity and innovation which could have a significant impact on how both are researched, taught and managed in the future. Being able to understand and possibly manipulate the innovation-wave, if proven correct, could be vitally important for maximising the potential for creating breakthrough innovations to the benefit of us all.
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Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.

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In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.
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Books on the topic "Emotional journey"

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Infertility: The emotional journey. Minneapolis: Deaconess Press, 1994.

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Expecting change: The emotional journey through pregnancy. New York: Bantam, 1993.

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Expecting change: The emotional journey through pregnancy. New York: Poseidon Press, 1986.

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Horton, Martha. Growing up in adulthood: The journey to emotional maturity. New York: Triumph, 1992.

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Baggett, Leland. So where's the dawn: A journey of emotional healing. Morganton, N.C: Royal Pub. Co., 1988.

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Life cycles: Your emotional journey to freedom and happiness. Randolph, MA: Osmos Books, 2000.

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Emotional rollercoaster: A journey through the science of feelings. London: Harper Perennial, 2006.

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Churchill, Andrew H. Rocking your world: The emotional journey into critical discourses. Rotterdam: Sense Publishers, 2008.

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Mara, Tesler Stein, ed. Intensive parenting: Surviving the emotional journey through the NICU. Golden, Colo: Fulcrum Pub., 2013.

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Hammond, Claudia. Emotional rollercoaster: A journey through the science of feelings. London: Harper Perennial, 2006.

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Book chapters on the topic "Emotional journey"

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Maivorsdotter, Ninitha. "An Emotional Journey." In Learning Movements, 186–97. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003142775-13.

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Chen, Shen, and Thi Thuy Le. "Emotional challenges." In The TESOL Research Training Journey, 125–45. Title: The TESOL research training journey : voices from international PhD students / Shen Chen and Thi Thuy Le. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003015567-91a.

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Kwong, Yim Ming Connie, Mildred Oiza Ajebon, and Diego Astorga de Ita. "Conclusion: Navigating — An Emotional Journey." In Navigating the Field, 157–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68113-5_13.

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Roe, Robinson, and Peter Dalton. "Emotional Fundraising." In Giving Hope: The Journey of the For-Purpose Organisation and Its Quest for Success, 117–39. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6145-6_7.

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Kotišová, Johana. "The Emotional Experience of Crisis Reporters: The Journey." In Crisis Reporters, Emotions, and Technology, 69–118. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21428-9_3.

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Cobb, Paul, Erna Yackel, and Terry Wood†. "Young Children’s Emotional Acts While Engaged in Mathematical Problem Solving." In A Journey in Mathematics Education Research, 41–71. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9729-3_5.

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Scuttari, Anna. "Results: Physical, Sensory, Social and Emotional Features of Journey Experiences." In Tourism, Hospitality & Event Management, 125–77. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17697-6_4.

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Cervellon, Marie-Cécile, and Edwige Vigreux. "Narrative and Emotional Accounts of Secondhand Luxury Purchases Along the Customer Journey." In Vintage Luxury Fashion, 79–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71985-6_6.

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Gu, Qing. "An Emotional Journey of Change: The Case of Chinese Students in UK Higher Education." In Researching Chinese Learners, 212–32. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_10.

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Durham, Leslie Atkins. "Emotional Journeys." In Women’s Voices on American Stages in the Early Twenty-First Century, 31–52. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137287113_3.

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Conference papers on the topic "Emotional journey"

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Muller, Larissa, Arne Bernin, Andreas Kamenz, Sobin Ghose, Kai von Luck, Christos Grecos, Qi Wang, and Florian Vogt. "Emotional journey for an emotion provoking cycling exergame." In 2017 IEEE 4th International Conference on Soft Computing & Machine Intelligence (ISCMI). IEEE, 2017. http://dx.doi.org/10.1109/iscmi.2017.8279607.

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Du, Shen, Edouard Shu, Feifei Tong, Yinghao Ge, Lu Li, Jingbo Qiu, Philippe Guillotel, Julien Fleureau, Fabien Danieau, and Daniel Muller. "Visualizing the Emotional Journey of a Museum." In EmoVis 2016, ACM IUI 2016 Workshop on Emotion and Visualization, Sonoma, CA, USA, March 10, 2016. Linköping University Electronic Press, 2016. http://dx.doi.org/10.3384/ecp10302.

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Levy, Meira. "Emotional Requirements for Well-being Applications : The Customer Journey." In 2020 IEEE First International Workshop on Requirements Engineering for Well-Being, Aging, and Health (REWBAH). IEEE, 2020. http://dx.doi.org/10.1109/rewbah51211.2020.00011.

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Efrat, Shay, and Adriana Baban. "Emotional Experiences of Israeli Youth from the Journey to Holocaust Memorial Sites." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.72.

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Muñoz García, Adolfo, and Ana Martí Testón. "REFRAMING MUSEUM EXPERIENCES WITH AUGMENTED REALITY TO TRANSFORM MUSEUMS CONTENT INTO AN EMOTIONAL JOURNEY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0624.

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Valbusa, Federica, and Alessia Camerella. "EMOTIONAL EDUCATION IN PRIMARY SCHOOL: THE 'JOURNAL OF EMOTIONAL LIFE' AND THE 'VEGETABLE GARDEN OF EMOTIONS'." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2116.

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Ranieri, Jessica, Federica Guerra, and Dina Di Giacomo. "BUFFERING EFFECT FOR 2ND COVID-19 LOCKDOWN: THE ROLE OF ACADEMIC E-LEARNING ADOPTION AMONG GENERATION Z." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact025.

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"Background. The undergraduate community is composed of Generation Z members who constitute a social generation of digital natives who are technologically skilled. Their widespread exposure to technology accounts for their comfort with and strong knowledge of digital media. The government adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to such digitally skilled individuals. Some studies have underscored the e-learning adoption adverse psychological impact on the mental health of the younger generation. In fact, the findings underscore an increase in psychological distress, excessive fear of infection, pervasive anxiety, frustration and boredom, a high level of stress, and post-traumatic stress symptoms. We aimed to detect the protective factor for academic community during social restriction for pandemic in 2nd Italian lockdown analysing the adaptive behaviour of undergraduate in 3 field panels of academic education (life sciences, physical and engineer sciences, human and social sciences). We aimed to determine the psychological impact of prolonged e-learning on emotional regulation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-learning in academic education on exposure to the pandemic. Methods. An online cross-sectional survey was conducted on 570 university students (aged 18–26 years) pursing degrees in life sciences, physical and engineering sciences, and social sciences in Italy. They were recruited using snowball sampling. We administered emotional (PDEQ, CSSQ, CAS), personality traits (BFI-10) and affinity for e-learning (AEQ) measures. Results. Our findings suggest that a majority of the university students developed peritraumatic dissociative experience and stress, but not dysfunctional coronavirus anxiety during the 2nd COVID-19 lockdown in Italy. Nevertheless, the present findings also highlight the fragility of younger Gen Z undergraduate students who are beginning their academic journey amid the COVID-19 pandemic. Further, coronavirus distress significantly predicted mental health through the mediating effect of personality traits and e-learning affinity. Conclusions. Therefore, health care professionals are encouraged to implement psychological support interventions that strengthen one’s ability to manage stressful situations and reinforce their status as a digital native. Consequently, they may realize the power of their personal strengths, which in turn may mitigate their stress and peritraumatic dissociative experience when they deal with challenges, enhance their competence, and enable them to adopt effective coping strategies."
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Lisovetc, Irina. "The Modern Multi-Functional Cultural Center (Yeltsin Center) as a Platform for Dialogue Both Public & Private." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-11.

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The article covers the modern multi-functional cultural centre as an institution of Russian culture of the 21st Century in the terms of the interaction of publicity and privacy. On the basis of the institutional approach in cultural theory and the philosophical and aesthetic analysis of the space of the cultural centre, the most important role of this institution in individual and personal assimilation of sociocultural values is substantiated. The objectives (programme) of such an institution, its chronotope and functionality are directed at the involvement of contemporaries into various forms and levels of the culture of the past, and its emotional-sensual assimilation via media-communication technologies. The ‘Yeltsin-Center’ in the city of Yekaterinburg was taken as the example not only for being orientated on the familiarisation of its visitors with the history of the Russian state and its culture of the late 20th century and the early 21st century, but also for the subjective experience of turning points of those times and the city where the personality and activities of the first Russian president were shaped and began. The calibre of the President’s personality, in this case, is diversely represented within the space of the Centre, and becomes crucial for understanding what was going on at that time. The ‘Yeltsin-Center’ is a principally new cultural complex, each component of which, and above all its central part - the Museum of the First President - is structured to show the turning point in Russian history as the President’s life journey and to encourage citizens to understand the past and present. The use of modern information technologies in this cultural complex, and primarily in its museum exhibition having been arranged as an artistic artefact, becomes crucial to the dialogue of publicity and privacy.
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Puertas-Molero, Pilar, Antonio Pérez-Cortés, María Sánchez-Zafra, and Carolina Castañeda-Vázquez. "Emotional intelligence in university Physical Education teachers." In Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc2.34.

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Castro-Sánchez, Manuel, Ramón Chacón-Cuberos, Félix Zurita-Ortega, Pilar Puertas-Molero, María Sánchez-Zafra, and Irwin Ramírez-Granizo. "Emotional intelligence and motivation in athletes of different modalities." In Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc2.01.

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Reports on the topic "Emotional journey"

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Insufficient sleep might affect children’s emotional health. ACAMH, November 2020. http://dx.doi.org/10.13056/acamh.13938.

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Data from a new study published in the Journal of Child Psychology and Psychiatry suggest that insufficient sleep can affect emotional health in children. The study, conducted by Candice Alfano and colleagues, assessed the impact of sleep duration on different aspects of emotion in a cohort of 53 children aged 7-11 years old.
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