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1
Conradt, Travis W. "Children’s Suggestibility for a Happy, Sad, or Angry Event after a One-week Delay". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1320353844.
Testo completo
2
Moore, Rebecca R. "Mothers' Responses to their Children's Negative Emotions and their Effects on Emotion Regulation". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19931.
Testo completoAbstract (sommario):
Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation.
An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child.
Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation.
Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.
3
Kralj, S. (Sara). "Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence". Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042303.
Testo completoAbstract (sommario):
Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of others and being able to regulate own emotions facilitates the highest developmental levels of emotional intelligence. Therefore this work employs emotional intelligence and self-aware emotion regulation as concepts of interchangeable meaning.
The developmental courses of emotion and cognition are inter-related to an extent at which it is unrealistic to categorize them into separate developmental processes. This thesis focuses on multilevel interplay between emotion and cognition in the course of their development. The theories by LeDoux and Levental are integrated to provide a comprehensive theory of interplay between emotion and cognition in children’s development.
While consensus exists about emotional and cognitive development exerting influence over enhancement of emotional intelligence, there is little evidence of how exactly the enhancement is enabled. The structural overview of the emotion-cognition interplay aims at filling the literature gap by recognizing processes which may account for the development of emotional intelligence in children.
This thesis provides implications for the development of emotional intelligence by integrating the levels of emotional awareness model with model of emotional intelligence as an ability. Increasingly more complex mental representations of past events with emotional content enable advancement of emotional awareness. Therefore processing of emotional information shifts from implicit to explicit which enables employment of cognitive function when dealing with emotional information.
As a result of acquired ability of reasoning about emotions child is not only aware of own emotions and emotions of others, but is also able to regulate own emotions according to specific social situations. Self-aware emotion regulation is thereof possible result of cognitive-emotional development and a facilitator for highest levels of emotional intelligence in children.
4
Alexander, Errol D. Jr. "Examination of Emotional Intelligence and Transformational Leadership Profiles of Directors and Managers of Human Resources at Starwood Hotels and Resorts". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79730.
Testo completoAbstract (sommario):
The demand for excellent service in the hospitality industry is critical. This study evolved from the author's twenty-five years' experience within the hospitality industry where managing emotions is vital to quality customer service. This study addresses the existing literature gap of the relationship between emotional intelligence and transformational leadership. A purposeful sample of 37 human resource directors and managers within Starwood Hotels and Resorts completed Schutte's (2002) Assessing Emotional Intelligence Scale, Bass and Avolio's (2004) Multifactor Leadership Questionnaire and a demographic questionnaire. To explore the relationship of emotional intelligence and transformational leadership, the study focused on emotional intelligence and leadership competencies of transformational leadership—idealized influences, inspirational motivation, intellectual stimulation, individualized consideration. These competencies correlate closely with successful culture transformation, and the study demonstrated strong correlation.
Data analyses resulted in observing a statistically significant relationship between pairs of scores to pairs of measures of leadership behaviors . The results support the research of Leban and Zulauf, 2004; Mandell and Pherwani, 2003; Sosik and Mergerian, 1999). A confluence of the data analysis and literature review of the constructs—emotional intelligence and transformative learning—yielded a preliminary conceptual model, The Transformational Leadership Pathway. The proposed conceptual model, providing a basis for future research, captures the hierarchy of transformational behaviors that may provide an instructive method to bring about culture change within service organizations.
Four important recommendations for practice and research are included. One research recommendation is to replicate the study as global cross-cultural research to create better understanding of emotional intelligence and transformational leadership. Three recommendations for practice include: (a) a proposed competency model as an antecedent to transformational leadership that advances a leaders' competency in reading and interpreting social cues of followers, and adjusts behavior to align with the emotional needs of the follower, (b) adoption of ability based measures that may add to the selection process and contribute to the hiring of hospitality professionals in the workplace, and (c) consideration of replicating the study as global cross-cultural research to advance the construct of emotional intelligence contributing to transformational leadership. Additional recommendations for research and practice are included.Ph. D.
5
Stegall, Sheri Dawn. "Adolescent Emotional Development: Relations Among Shame- and Guilt-Proneness, Emotion Regulation, and Psychopathology". Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/StegallSD2004.pdf.
Testo completo
6
Hooper, Emma G. "Maternal Emotion Socialization and Children’s Emotional Development: Mechanisms in the Intergenerational Transmission of Depression". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500555391328828.
Testo completo
7
Humrichouse, John Jeffrey. "The hierarchical structure of emotional expressivity: scale development and nomological implications". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/519.
Testo completoAbstract (sommario):
Integrating existing models of emotional expressivity, the 3-level hierarchical model contains a general factor of emotional expressivity vs. inexpressivity at the highest level; relatively independent factors of positive and negative expressivity at the second-order level; and discrete expressivity factors of sadness, hostility, guilt/shame, fear, joviality, confidence and amusement at the lowest level. The bottom-up analytic strategy consisted of identifying first the structure of the discrete affects; subsequent second-order factor analyses supported the existence of the higher order factors. The Iowa Scales of Emotional Expressivity (ISEE)--a hierarchical set of scales--systematically incorporate the level of abstraction of the items to assess each level of the hierarchy. Structural analyses replicated across college student (N = 387) and young adult (N = 344) samples with strong comparability coefficients. Striking differences existed in comparisons of the nomological relations of the general factor level vs. second-order level--Positive and Negative Expressivity demonstrated differential relations with Extraversion and Neuroticism and incremental predictive validity beyond Positive and Negative Affect, respectively. The ISEE demonstrated convergent and discriminant validity with existing scales and through multi-trait multi-method analyses of self-other agreement and test-retest data. Although test-retest correlations were less than optimal, the ISEE improve upon existing measures of emotional expressivity by extending the assessment to the discrete affect level and by creating Positive and Negative Expressivity scales with improved discriminant validity and clearer differential relations.
8
Viljoen, Linda-Mari. "Die bevordering van sosiaal-emosionele ontwikkeling by die graad 1-leerder deur middel van 'n musiekondersteuningsprogram / Linda-Mari Viljoen". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1651.
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9
Cornew, Lauren A. "Emotion processing in the auditory modality the time course and development of emotional prosody recognition /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3330854.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed December 11, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
10
Vetter, Nora C., Maximilian Pilhatsch, Sarah Weigelt, Stephan Ripke e Michael N. Smolka. "Mid-adolescent neurocognitive development of ignoring and attending emotional stimuli". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-192460.
Testo completoAbstract (sommario):
Appropriate reactions toward emotional stimuli depend on the distribution of prefrontal attentional resources. In mid-adolescence, prefrontal top-down control systems are less engaged, while subcortical bottom-up emotional systems are more engaged. We used functional magnetic resonance imaging to follow the neural development of attentional distribution, i.e. attending versus ignoring emotional stimuli, in adolescence. 144 healthy adolescents were studied longitudinally at age 14 and 16 while performing a perceptual discrimination task. Participants viewed two pairs of stimuli – one emotional, one abstract – and reported on one pair whether the items were the same or different, while ignoring the other pair. Hence, two experimental conditions were created: "attending emotion/ignoring abstract" and "ignoring emotion/attending abstract". Emotional valence varied between negative, positive, and neutral. Across conditions, reaction times and error rates decreased and activation in the anterior cingulate and inferior frontal gyrus increased from age 14 to 16. In contrast, subcortical regions showed no developmental effect. Activation of the anterior insula increased across ages for attending positive and ignoring negative emotions. Results suggest an ongoing development of prefrontal top-down resources elicited by emotional attention from age 14 to 16 while activity of subcortical regions representing bottom-up processing remains stable.
11
Karlsson, Angelica. "Sagans betydelse för barns språkliga och emotionella utveckling i förskolan : En intervjustudie om hur pedagoger i förskolan arbetar med sagor". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47124.
Testo completoAbstract (sommario):
Syftet med denna studie är att undersöka hur pedagoger i förskolan arbetar med sagor som ett hjälpmedel till barns språkliga och emotionella utveckling. För att göra detta har jag använt kvalitativa intervjuer med fem pedagoger på tre olika förskolor. Jag har utgått från det sociokulturella perspektivet i mina intervjuer för att undersöka hur samarbetet mellan pedagoger och barn ser ut i sagoarbetet. Mitt resultat visar att pedagogerna är överens om att litteraturen är mycket viktig för barnens utveckling och att det finns många olika metoder som man kan använda sig av i arbetet med sagorna. Pedagogerna var överens om att man måste variera arbetssättet för att göra sagorna mer levande och därmed väcka barnens intresse för litteratur.The purpose of this study is to examine how teachers in preschool are working with fairy tales as a tool for children's linguistic and emotional development. To do this, I used qualitative interviews with three preschool teachers in two different preschools. I have my base in the socio-cultural perspective in my interviews to examine how cooperation between educators and children appear in the story work.My results show that the teachers agree that literature is very important for children's development and that there are many different methods that you can use in the work of the tales. The teachers agreed on the need to vary the approach to make the stories more vivid and thereby arousechildren's interest in literature.
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Neal, Amy Elizabeth. "What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64002.
Testo completoAbstract (sommario):
This study examines associations of emotion language with emotion understanding and emotion regulation during the preschool years. There is evidence that the way parents talk about emotions with their children promotes children's emotion understanding and regulation (e.g. Bird and Reese, 2006; Laible, 2011). However, there has been little attention paid to associations of these outcomes with children's emotion language. In this study, I examined associations of children's emotion language on their emotion understanding and emotion regulation, and tested whether parents' emotion language was indirectly associated with these outcomes through children's emotion language. One hundred fifty-six 3- to 5-year-old children participated with their primary caregiver. Parent-child dyads engaged in an emotion-laden conversation to measure parent and child emotion language. Children also engaged in the locked box task (Cole et al., 2009; Goldsmith et al., 1993) to measure emotion regulation and completed the Diagnostic Analysis of Nonverbal Accuracy (Nowicki and Duke, 1994) to measure emotion understanding. Results differed for younger preschoolers (36 - 53 months) compared with older preschoolers (54 - 69 months) in regard to emotion regulation. For younger preschoolers, path analyses indicated an indirect effect in which parent emotion talk was associated with less attention shifting during the locked box task. There was also a direct effect in which children's greater use of emotion labels was positively associated with emotion understanding. Results may reflect the rapid emotional development occurring during the preschool years and suggest the importance of early emotion socialization.Ph. D.
13
Kell, Yvette. "AN EXPLORATION OF EMOTIONALLY INTELLIGENT LEADERSHIP IN COLLEGIATE RECREATION STUDENT EMPLOYEES AND THEIR OWN PERCEPTIONS OF THEIR EMOTIONAL INTELLIGENCE AND EMOTIONALLY INTELLIGENT LEADERSHIP". UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/40.
Testo completoAbstract (sommario):
Universities are an ideal environment to assist students in the development of their leadership skills in a safe and supportive environment. The development of emotional intelligence (EI) has become an important aspect of student leadership development. The purpose of the study was to examine the emotionally intelligent leadership (EIL) scores of students working in a collegiate recreation setting and to examine their perceptions of their own EI and EIL. An exploratory, sequential, mixed-methods approach was used to explore the EIL scores of students employed in collegiate recreation departments at seven university sites. EIL was the theoretical framework used in this study (Shankman et al., 2015).
The findings of this study showed no statistically significant difference in mean scores of EIL between students working in formal and informal leadership positions or between genders. Themes that emerged from the participant’s perceptions of their own EI and EIL were communication, confidence, perceived leadership ability, and teamwork.
Understanding how students perceive their own EI and EIL can assist practitioners in the creation and development of intentional training and development programs.
14
Price, Natalee Naomi. "Longitudinal Links among Mother and Child Emotion Regulation, Maternal Emotion Socialization, and Child Anxiety". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564512803649608.
Testo completo
15
Vetter, Nora C., Maximilian Pilhatsch, Sarah Weigelt, Stephan Ripke e Michael N. Smolka. "Mid-adolescent neurocognitive development of ignoring and attending emotional stimuli". Elsevier, 2015. https://tud.qucosa.de/id/qucosa%3A29154.
Testo completoAbstract (sommario):
Appropriate reactions toward emotional stimuli depend on the distribution of prefrontal attentional resources. In mid-adolescence, prefrontal top-down control systems are less engaged, while subcortical bottom-up emotional systems are more engaged. We used functional magnetic resonance imaging to follow the neural development of attentional distribution, i.e. attending versus ignoring emotional stimuli, in adolescence. 144 healthy adolescents were studied longitudinally at age 14 and 16 while performing a perceptual discrimination task. Participants viewed two pairs of stimuli – one emotional, one abstract – and reported on one pair whether the items were the same or different, while ignoring the other pair. Hence, two experimental conditions were created: 'attending emotion/ignoring abstract' and 'ignoring emotion/attending abstract'. Emotional valence varied between negative, positive, and neutral. Across conditions, reaction times and error rates decreased and activation in the anterior cingulate and inferior frontal gyrus increased from age 14 to 16. In contrast, subcortical regions showed no developmental effect. Activation of the anterior insula increased across ages for attending positive and ignoring negative emotions. Results suggest an ongoing development of prefrontal top-down resources elicited by emotional attention from age 14 to 16 while activity of subcortical regions representing bottom-up processing remains stable.
16
Premo, Julie Elizabeth. "The Effect of Toddler Emotion Regulation on Maternal Emotion Socialization: Moderation by Toddler Gender and Maternal Depressive and Anxious Symptomatology". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366819990.
Testo completo
17
Hattori, Kyoko. "Emotionally Focused Therapy for Japanese Couples: Development and Empirical Investigation of a Culturally-Sensitive EFT Model". Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30516.
Testo completoAbstract (sommario):
In this doctoral thesis, a culturally-sensitive couple therapy model was developed and empirically investigated. In particular, a Western-based couple therapy, Emotionally-Focused Couple Therapy (EFT), was modified to enhance the cultural relevancy of this model to the Japanese population. An extensive literature review was conducted to examine the status of psychotherapy and couple research in Japan, and cultural differences between Western and Japanese couples, with a particular emphasis on important couple variables, including emotional expression, communication, conflict resolution, and attachment. Study objectives included an empirical investigation into cultural differences on key relationship variables of trust, attachment, communication, and conflict resolution, and the use of these findings to guide adaptations of EFT to enhance cultural relevance, and an exploration of the adapted EFT model with three Japanese couples. This study is significant in that it is the first to empirically evaluate the cross-cultural validity of EFT.
This dissertation consists of two studies that have been combined in one article for the purpose of publishing the document in a Japanese journal. Both studies were combined in one article for various reasons. First, study one findings are integral to the development of the culturally-sensitive EFT model that is empirically investigated in the second study. Second, the article included in this dissertation will be translated and prepared for publication in a Japanese journal. Including both studies in one article is important given the lack of familiarity in the Japanese research community about key relationship variables, and particularly their applicability to a couple therapy system (i.e., EFT), and their use to measure change in a couple therapy outcome study.
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Kase, Barbara E. "Parent education seminar: children's emotional development". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.
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Komiya, Noboru. "Development of the emotional openness scale /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953873.
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Hoffmann, Ferdinand. "Emotional egocentricity in development and psychopathology". Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17381.
Testo completoAbstract (sommario):
Egozentrizität stellt ein weitverbreitetes Phänomen unter Menschen dar, besonders unter Kindern und Menschen mit psychischen Störungen. Bisher wurde Egozentrizität in der kognitiven Domäne untersucht, wie zum Beispiel während Theory of Mind (ToM) Fragestellungen und nur wenige Untersuchungen haben sich bisher mit emotionaler Egozentrizität während der Empathie befasst. Um emotionalen Mechanismen der Egozentrizität besser zu verstehen präsentiert die vorliegende Dissertation drei Studien zur Untersuchung von emotionaler Egozentrizität bei Kindern und in der Psychopathologie des Autismus und der Depression. Studie 1 zielte darauf ab die grundlegenden Mechanismen der erhöhten emotionalen Egozentrizität bei Kindern zu untersuchen und zeigte, dass diese durch die schlechte Konfliktverarbeitung von Kindern vermittelt wurde. In Studie 2 zeigten autistische Patienten eine normale emotionale Egozentrizität, aber bekannte Defizite in ToM. Diese Verhaltensdaten wurden durch eine funktionale resting-state Konnektivitätsanalyse in einer separaten Stichprobe ergänzt. Autistische Patienten zeigten eine intakte Konnektivität vom rechten supramarginalen Gyrus aus, einer Gehirnregion, welche in Verbindung gebracht wurde mit der Überwindung von emotionaler Egozentrizität. Studie 3 schließlich untersuchte emotionale Egozentrizität in der Depression und deren Zusammenhang mit Alexithymie und zeigte eine vergrößerte emotionale Egozentrizität in Patienten, unabhängig von Alexithymie. Allerdings verringerte Alexithymie die emotionale Egozentrizität bei Patienten und Kontrollen. Zusammenfassend erweitern die in der Dissertation präsentierten Studien den Erkenntnistand zu den Ursachen von emotionaler Egozentrizität in der Kindheit und liefern weitere Befunde für eine genauere Charakterisierung der sozio-kognitiven Defizite im Autismus und in der Depression.Egocentricity has been described as a pervasive phenomenon among humans, with a particularly strong manifestation among children and individuals with psychopathologies. Traditionally egocentricity has been investigated nearly exclusively in the cognitive domain, such as for example during Theory of Mind (ToM) reasoning, but little work has so far focused on egocentricity in the affective domain during empathy. This dissertation presents three studies that investigated emotional egocentricity in child development and adult psychopathology, as in Autism Spectrum Disorder (ASD) and Major Depressive Disorder (MDD). Explicitly, study 1 aimed at elucidating the underlying mechanisms of increased emotional egocentricity in children, showing that increased emotional egocentricity in children was mediated by children’s poorer ability in conflict processing. Findings of study 2 showed that ASD patients exhibited normal emotional egocentricity, while showing known impairments in ToM. These behavioral findings were buttressed by an additional resting-state functional connectivity analysis in a separate sample of ASD patients and healthy controls. Results showed intact functional connectivity in ASD patients from right supramarginal gyrus, a brain region linked to overcoming emotional egocentricity. Findings of study 3 showed that MDD patients were prone to increased emotional egocentricity, independently of alexithymia. Alexithymia however decreased emotional egocentricity. In sum the studies in this dissertation represent a further step in advancing the knowledge about the underlying mechanisms of increased emotional egocentricity in child development and further help specifying the nature of socio-cognitive deficits portrayed in ASD and MDD.
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HASEGAWA, Yuka, Sachiko KOBAYASHI, Erika MARUYAMA, Shiho MIYAJI, Masato ANDO, Saori KOYAMA, Masako MORIYAMA et al. "乳児の情動発達と父母のEmotional Availability の関連 : 遊び場面におけるやりとりの観察データからの分析". 名古屋大学大学院教育発達科学研究科, 2009. http://hdl.handle.net/2237/16131.
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Ferreira, Ludmilla Dell'Isola Pelegrini de Melo. "Expressões emocionais de desprazer no primeiro ano de vida: manifestações e processos de transformação". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-14102013-122934/.
Testo completoAbstract (sommario):
A emoção é tema presente em diversas áreas do conhecimento, dentre elas, a Psicologia do Desenvolvimento, na qual Henri Wallon se destaca. Em sua teoria, a expressão emocional é elemento central nos primeiros meses de vida, e propiciaria a constituição do vínculo entre o bebê e os parceiros de interação. A revisão de literatura mostrou diferentes perspectivas teóricas e metodológicas que têm explorado o tema das emoções, cujos resultados, de forma geral, têm apontado a alta capacidade comunicativa e interativa dos bebês a partir das expressões emocionais. No entanto, esses estudos focalizam as expressões faciais, particularmente as positivas, como o sorriso; sendo a maioria realizada em laboratórios, com delineamento transversal e análise quantitativa. Assim, este trabalho tem como objetivo acompanhar as manifestações e o processo de transformação das expressões emocionais de desprazer de um bebê durante o seu primeiro ano de vida, contemplando as diversas formas de manifestação das emoções - faciais, vocais e corporais. As vídeo-gravações utilizadas estão arquivadas no Banco de Imagens do CINDEDI, e são de um bebê que foi filmado em sua residência desde a primeira semana de vida até os doze meses. As gravações foram feitas semanalmente no primeiro semestre e quinzenalmente no segundo, com duração aproximada de uma hora cada. Para a construção do corpus de análise, realizou-se um mapeamento das expressões emocionais de desprazer do bebê e das ações dos parceiros de interação. As categorias para observação e registro dividiram-se em expressões faciais, corporais, vocais e olhar. Para os parceiros de interação, além destas, adicionaram-se as ações direcionadas ao bebê. Para a análise desse material dividiu-se o primeiro ano de vida em quatro trimestres, e selecionou-se um episódio de interação para cada período. A análise possibilitou observar que desde a primeira semana de vida o bebê manifesta articuladamente as expressões faciais, vocais e corporais, para comunicar ao outro o seu incômodo. Nos primeiros dois meses de vida, todas as expressões apresentaram valores aproximados de manifestação, mas a partir do terceiro mês, observa-se que a expressão facial apresenta frequências consideravelmente mais baixas do que as vocais e corporais, as quais permanecem em evidência durante todo o primeiro ano. Além disso, a articulação entre as expressões não é aleatória, mas apresenta uma sequência específica, intensificando a manifestação de incômodo ou irritação do bebê: inicia com o movimento corporal, adiciona-se a expressão vocal e, por fim, a facial, sendo que o choro (vocal e facial) é o último recurso utilizado para exprimir o descontentamento. Os parceiros de interação buscam atender e acalmar o bebê através de diversas ações, que também vão se modificando ao longo do tempo, mas a fala constitui o principal recurso. Assim, as expressões do bebê e as ações dos parceiros estão articuladas de tal maneira que as transformações das manifestações emocionais tornam-se cirscunscritas ao contexto e às relações construídas, evidenciando os processos de regulação e atribuição de significado para as expressões de desprazer. Discute-se, portanto, a emoção constituída por um processo biologicamente cultural, e as práticas educativas compondo a matriz social da qual emergem as manifestações emocionais, circunscrevendo as possibilidades de expressão do bebê.Emotion is a theme that is present in various fields of knowledge, including developmental psychology, from which Henri Wallon acknowledged. In his theory, emotional expression is as a central theme, understood as constituting of the bond between the baby and her interactional partners in the early months of life. A literature review showed various theoretical and methodological perspectives that have been exploring emotions as a theme. The results of these studies have generally shown the great communicational and interactive capacity of babies through their emotional expressions. However, these studies focus facial expressions, particularly positive ones like the smile. Most researches are carried in laboratories, with a transversal design and quantitative analysis. Thus, the present study aims at following the manifestations and the process of transformation of emotional expressions of displeasure in a baby during her first year of life, contemplating various forms of emotional manifestation - facial, vocal and bodily expressions. The video recordings that were used are part of CINDEDIs Image bank and the baby was recorded at home from her first week of life until her twelfth month. The recordings were made weekly during her first six months of life, and bi-weekly in the next semester, with an approximate duration of one hour each. For the construction of the corpus of analysis, a mapping of both the babys emotional expressions of displeasure and her interactional partners action was carried out. The categories for observation and registry were defined as facial, bodily, vocal and looking expressions. For the interactional partners, another category was added to these, namely, the actions directed towards the baby. For the analysis of this material, the first year was divided into four trimesters and an episode of interaction for each period was selected. The analysis enabled the observation that since her first weeks of life, the baby articulately manifests her facial, vocal and bodily expressions to communicate her unease. In her first two months of life, all of her expressions presented similar count of manifestation, but from the third month on, it is noted that the facial expressions are shown with a considerably lower frequency than the vocal and bodily ones, which are evident throughout the whole first year. Moreover, the articulation among the expressions is not random, but it presents a specific sequence that deepens the manifestation of the babys unease or irritancy: it starts with body movements, to which the vocal expression is added and, finally, the facial expressions. Crying (which is a vocal and facial expression) is the last resource applied in order to express displeasure. The interactional partners seek to respond to the baby and to calm her down through various actions that also change with time, though talking is always their main resource. Thus, the babys expressions and her interactional partners actions are articulated in such a manner that the transformations of emotional manifestations become circumscribed both to the context and to the relationships, which highlights processes of regulation and meaning attribution to expressions of displeasure. It is thus discussed the constitution of emotion by a biologically cultural process, and the educational practices that constitute the social matrix from which these emotional manifestations arise, circumscribing the babys possibilities of expression.
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Conradt, Travis W. "Explaining the Role of Emotional Valence in Children’s Memory Suggestibility". University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1371046289.
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24
Albrecht, Lena. "Play interventions supporting the social and emotional development of preschool children with externalizing emotional and behavioral difficulties : A systematic literature review from 2000 to 2017". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35747.
Testo completoAbstract (sommario):
The number of preschool children displaying externalizing emotional and behavioral difficulties is constantly increasing. At the same time, these children often lack social and emotional skills as well. Even though more and more children display this noticeable behavior and preschool teachers are constantly reporting being overwhelmed with these children’s behavior in preschool, a high number of children do not receive any support or intervention. Play provides appropriate means to support children’s social and emotional development as play has a significant importance in young children’s development. The aim of this systematic literature review is to get a better understanding through previous research on which play interventions have been found to facilitate the social-emotional development in preschool children with externalizing emotional and behavioral difficulties. Six studies with six different play-oriented interventions have been identified through this review. The results show that all interventions had either positive outcomes on the social-emotional development or show a decrease in emotional or behavioral difficulties. The factors which have been found as facilitating to these outcomes were use of play, intervention setting, awareness of others, involvement of licensed professionals, a safe environment and culturally and ethnically representative toys. This review provides a comprehensive overview on effective play-based interventions in preschool setting. However, further research is needed to examine individual environmental, familial and participation factors as well as specific training for preschool teachers.Die Zahl der Kindergarten Kinder mit externalisierenden sozial und emotionalen Verhaltensauffälligkeiten steigt permanent an. Gleichzeitig zeigen diese Kinder oft ein Defizit in sozialen und emotionalen Kompetenzen. Obwohl die Anzahl der Kinder mit diesen Verhaltensauffälligkeiten immer weiter ansteigt und auch Erzieher/Innen immer wieder darauf hinweisen, dass sie mit dem Verhalten der Kinder überfordert sind, erhalten viele Kinder keine Förderung. Spiel bietet einen angemessenen Ansatz, um Kinder in ihren sozial-emotionalen Kompetenzen zu unterstützen. Es ist bewiesen, dass Spiel eine signifikant positive Auswirkung auf die sozial-emotionale Entwicklung von Kindern hat. Das Ziel dieser systematischen Literaturanalyse ist es ein besseres Verständnis über bereits bestehende spielorientiere Förderangebote und deren Auswirkung auf die sozial-emotionale Entwicklung von Kindergarten Kindern mit externalisierenden sozial-emotionalen Verhaltensauffälligkeiten zu erhalten. Sechs Studien mit sechs unterschiedlichen spielorientierten Förderangeboten wurden während der Analyse identifiziert. Die Ergebnisse zeigen, dass alle Förderangebote entweder positive Auswirkungen auf die sozial-emotionale Entwicklung hatten oder sozial-emotionale Verhaltensauffälligkeiten reduziert wurden. Fördernde Faktoren auf die Auswirkungen der Angebote waren die Anwendung von Spiel, der Rahmen, in der das Angebot stattgefunden hat, das Bewusstsein der Anwesenheit anderer, die Einbindung von geschulten Fachleuten, eine sichere Umgebung und die Anwendung von kulturell und ethnisch repräsentativem Spielzeug. Diese Analyse gibt einen umfassenden Überblick von spielorientierten Förderangeboten, die im Kindergarten umsetzbar sind. Es besteht jedoch ein Bedarf an weiterer Forschung, die individuelle Aspekte aus der Umwelt, der Familie und der Teilhabe der Kinder berücksichtigt. Außerdem ist es von Bedeutung, dass Erzieher/Innen die Möglichkeit für eine bessere Schulung bekommen, um mit den Verhaltensauffälligkeiten der Kinder besser umgehen zu können.
25
Lauritzen, Michael Kenneth. "The Development and Validation of the ARES: A Measure of a Person's Proclivity to Attribute Responsibility to Others for Their Emotions". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2344.pdf.
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26
Preedy, Pat. "Are multiple birth children different from singletons? : meeting the educational needs of multiple birth children upon school entry". Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274307.
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27
Papadopoulou, Kalliroi. "Acquisition and development of reflective social emotions". Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358814.
Testo completo
28
Karri, Suneeta. "Mapping emotional intelligence in product development teams". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118545.
Testo completoAbstract (sommario):
Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-72).
There is no doubt that performance and output of a product development teams can be attributed to creativity, knowledge and leadership. To increase the chances for a successful project outcome, open communications, trust, and judgment should be shared between PMs and their stakeholders (Skulmoski & Hartman, 2010). However, there are several claims about the positive effect of emotional intelligence (EI) on work team performance, both in commercial and scientific literature. Emotional intelligence (EI) plays a role in effecting that trust. Goleman, Boyatzis, and McKee (2002, p. 59) suggest that by cultivating trust El can help one maximize "cooperation, collaboration, and effectiveness." This thesis focuses on Integrated Design and Management program, where engineers, designers and business professionals come together to form teams and develop innovative products. These teams start with same project brief and with a similar goal in mind. In this study, I am assessing emotional intelligence using the mood meter from the RULER course by Yale Center for Emotional Intelligence. Other parameters are collected through observation, surveys and interviews at different stages of the project with individuals enrolled in the IDM program at MIT. This thesis will be mapping individuals' emotional intelligence with their disciplines, roles in the project and at different phases of the project. Teams can lead to positive inferences relating to multidisciplinary teams and competitive work cultures. I believe that studying the correlation between the different parameters can lead to useful inferences relating to team performance and work satisfaction of individuals.
by Suneeta Karri.
S.M. in Engineering and Management
29
Dohl, Adriane Hannah. "Managing anxiety through childhood social-emotional development". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45406.
Testo completoAbstract (sommario):
School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition. Despite limitations of the study, the overall results demonstrate promising outcomes for students who participate in the Fun FRIENDS program.
30
Seth-Smith, F. "How do teachers influence children's emotional development?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445055/.
Testo completoAbstract (sommario):
Children vary in their capacities to interpret other's emotional states and to understand, express and control their own emotional responses. Due to their role as significant adults in children's lives, teachers can be argued to play a critical role in the development of these capacities. A range of findings which support this premise, in educational and psychological literature, suggest that a child's emotional development can be affected by his or her experiences of teachers, both in the classroom and within the whole school environment. Several studies have documented cross-sectional and longitudinal associations between categories of teacher-pupil relationships and child outcomes moreover, in recent years, numerous manualised and non-manualised school programmes posit teachers as active agents in preventative interventions which promote emotional development and emotional regulation. A selection of these is critically reviewed.
31
Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children". Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.
Testo completoAbstract (sommario):
Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au PakistanThe purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
32
Kotsou, Ilios. "Emotional plasticity: the impact of the development of emotional competence on well-being. Conditions, effects and change processes". Doctoral thesis, Universite Libre de Bruxelles, 2017. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/246651.
Testo completoAbstract (sommario):
This thesis focuses on the acquisition of emotional competence (EC) skills in adults and its impact on well being. The first part of the thesis is dedicated to the definition of EC, including a review of EC in order to better understand and operationalize its main dimensions and correlates. We also present a systematic review of EC intervention studies on adult populations in order to assess their outcomes and make recommendations for the development and implementation of future interventions. We then provide a theoretical and practical framework for emotional competence (EC) based interventions. We describe the main components of an EC intervention, underline the important characteristics of the intervention pedagogy and discuss theoretical and practical implications of this framework.In a second part we investigate whether a sustainable improvement in emotional competencies is possible in adults, and what are the conditions and effects of this improvement on well-being (e.g. on mental and physical health and quality of interpersonal relationships). Results of three empirical studies confirm that EC can be significantly increased following an intervention (and compared to a control group) and that this intervention impacts favourably personal and interpersonal well-being as measured by psychological health, quality of relationship and employability.A last part of the thesis explores the mechanisms underlying this improvement of competencies and well-being. We focus on emotional acceptance, self-compassion, self kindness and behavioural flexibility. Because there was no scale measuring self-compassion or self kindness in French, we validate two scales and assess the relationships between these constructs and well-being.We then examined the possible benefits of emotional acceptance and behavioural flexibility in a randomized controlled study, showing how increasing emotional competence can enhance these change processes and how these processes can, in turn, enhance well-being.This research helps to further elucidate the role of active change processes in EC increase related to the promotion of well-being.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Arsenault, Monique. "Children's emotional communication, the development of preschoolers' ability to relate stories about emotional drawings". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ31411.pdf.
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34
Shabani, Arber. "Human emotional response to automotive steering wheel vibration : development of a driver emotional semantic scale". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13539.
Testo completoAbstract (sommario):
The 21st century automobile has become more than just a simple tool for transportation and more of a brand image or a way for drivers to express their personal taste. This has made it increasingly important for automotive manufacturers to design the driver experience and driver feeling so as to tailor their preferences and interests. Currently there is not enough information on how to design or brand the communication of meaningful feedback from the automobile to the driver. With the development of new advanced technologies such as electric steer-by-wire systems or electric automobiles, the need to provide meaningful feedback to the driver plays a central role in the experience of using the new driving technology. Thus it is important to understand how to assess the emotional response to the stimuli reaching the driver so to be able to optimise at later stage the perceived experience. Steering wheel vibration feedback plays an important role for the driver’s control input when driving. There is currently a lack of research on the formal assessment criteria of driver emotional response used to define automotive steering wheel vibration feedback, therefore this thesis proposes a newly Driver Emotional Semantic (DES) Scale to answer the research question: “How can the emotional response to steering wheel vibration be assessed?”. This study starts with a comparison of a questionnaire survey (Exp.1) and a laboratory test (Exp.2) to identify if a correlation exists between the emotional ratings measured from the expected driver’s perception of the vibration and the experienced emotional feeling of steering wheel vibration. The work then defines a semantic scale to capture the vibrational vocabulary used by the driver to express their feeling of perceived vibration during real-road driving scenarios. Experiment 3 was therefore carried out to gather the underlying semantic descriptors used by drivers during driving scenarios. To test the reliability of the descriptive pairs of the DES rating scale developed, two evaluations of the assessment criteria were carried out: in real road scenarios (Exp.4) and laboratory test setting (Exp.5). Current research findings of this thesis suggest that the consistency of the scale dimensions found in the field study has captured with greater accuracy the driver semantic experience of automotive steering wheel vibration character as compared to the laboratory experiment dimensionality. Results suggest that the main vibrotactile semantic descriptors to assess the human emotional response to automotive steering wheel vibration were found to be four: pleasant, smooth, sharp and powerful. The final proposed DES scale could help automotive research and industry determine and customise the aspects of the automobile towards drivers’ preferences of felt experience.
35
Moore, Natalie J. "Mothers' understanding of children's social and emotional development". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7096.
Testo completoAbstract (sommario):
This qualitative study was used to examine mothers’ understanding of children’s social and emotional development in terms of the ways it is seen to manifest in children, indicators and facilitators of competence, and the parental role in fostering development. This research also intended to provide an avenue through which parents’ voices might be reflected in the child development literature. Utilising a multiple case study method, data were collected from 5 mothers of preschoolers via a series of interviews and journal entries. Thematic analysis indicated that mothers understood their preschoolers’ social and emotional development as the increasingly spontaneous use of prosocial behaviours, and that they understood this development as a product of processes that included adult intervention, children’s direct experiences, observation and maturation. This analysis also revealed specific tasks that mothers performed in supporting the social and emotional development of their preschoolers. However, their articulation of the ways in which children’s social and emotional competencies develop was not fully reflected in the tasks they performed. That is, the mothers reported that they supported their preschoolers’ social competencies in ways that have been substantiated in the research literature. However, a majority did not report performing tasks central to facilitating their preschoolers’ emotional competencies. This finding suggests that although parents may appear to be well able to support their children’s developing social and emotional competencies, children may be missing out on some necessary parts of their emotional learning.
36
Harris, Lori Gayle. "Social-Emotional Development in Children with Hearing Loss". UKnowledge, 2014. http://uknowledge.uky.edu/commdisorders_etds/4.
Testo completoAbstract (sommario):
Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child receives intervention. While there are a variety of therapeutic options available for children with hearing loss to develop communication skills, listening and spoken language is of particular interest to parents with normal hearing. In addition to affecting social competence and participation, problems with social-emotional development are linked to poor academic performance. This study examined the social-emotional development of a small group of young children who communicated using listening and spoken language as measured by parent and caregiver report. Three psychosocial scales were used to evaluate the children's social-emotional development in comparison to peers. These results were analyzed within the context of other demographic variables. One of the five children was identified as facing problems with social-emotional development.
37
Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.
Testo completoAbstract (sommario):
Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.
38
Carlsson, Linnéa. "Design av lättöppnad färdigmatsförpackning: Inriktning hållbar utveckling". Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-7409.
Testo completoAbstract (sommario):
Ett utvecklingsarbete av en miljövänlig färdigmatsförpackning, lätt att öppna för reumatiker, har utförts i samarbete med CC Pack i Tibro. Förpackningen är tänkt för bruk inom äldrevårdens hemtjänst. Utvecklingsarbetet utfördes genom främst fokusgruppsundersökningar och tester av funktionsmodeller. En livscykelanalys med referens i dagens plasttråg som används på hemtjänsten i Skövde har utförts för att ta reda på vilket av de två slutkoncepten som var mest miljövänlig. Tydligt vid intervjuer och studiebesök var att en rundare och mer färgglad förpackning önskades. Ett enkelt ovalt tråg med en hård kartongflik löste problemet med de svåröppnade förpackningarna både genom själva placeringen av den hårda fliken och också ihop med en avlång form.A development of an environmentally friendly, ready meals packaging, that is easy to open for people suffering from rheumatoid arthritis, has been performed in cooperation with CC Pack in Tibro. The package is intended for use in elderly care home services. The development work was mainly done by focus group surveys and tests of function models. A life cycle analysis with reference in the current plastic trays used in home care in Skövde was conducted to find out which of the two final concepts was the most eco-friendly. Evident in interviews and site visits was that a rounder and more colorful packaging was desired. A simple oval tray with a hard cardboard flap solved the problem of opening difficulties, both by the position of the hard flap and also with an elongated shape.
39
Ranweg, Liv. "Det ska va kul och smitta av sig : En kvalitativ studie om ledarskapskonsulters attityder kring emotionell intelligens och ledarskap". Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68752.
Testo completoAbstract (sommario):
Emotionell intelligens (EI) i relation till ledarskap och organisatorisk effektivitet studeras allt mer och börjar anses mer viktigt. I denna studie redovisas ledarskapskonsulters attityder till EI och ledarskap. Kunskap om detta område är viktig eftersom deras attityder påverkar arbetssamhället då de utbildar, föreläser och lär ut till människor som ska bli eller som redan är ledare. Frågeställningar var: Vad anser informanterna innefattar EI? och Hur samverkar EI och ledarskap? Studien är kvalitativ där jag med hjälp av en semistrukturerad intervju samlat information från sju kvinnor och fyra män som alla arbetar som ledarskapskonsulter. De arbetar inom olika organisationer och företag och är mellan 40 - 62 år. Intervjuerna tog upp frågor som Vad innebär EI, Vad är en bra ledare, frågor kring bemötande samt hur de sprider sina attityder i ämnet. Vidare fick deltagarna reflektera kring om de anser att de finns något sätt att ersätta EI och om det går att utveckla graden av EI. Resultatet visar att samtliga informanter anser att EI är viktigt inom ledarskap för att på ett effektivt sätt kunna delegera, motivera och leda sina följare, men också för att kunna utveckla ett effektivt team.EI in relation to leadership and organizational effectiveness is studied more than ever and is considered more important. I have through my study gathered leadership consultants attitudes towards EI and leadership. Knowledge about this area is important as their attitudes affect the work community as they train, lecture and teach people who will be or who are already leaders. The research questions where: What do the management consultants regard as EI? and How does EI and leadership interact? The study is qualitative and I was using a semi-structured interview to collect data from seven women and four men who all work as Leadership consultants. They work in various organizations and businesses and are between 40-62 years. The interview covered questions like What does EI mean? What is a good Leader? questions about treatment and about how they spread their attitudes in the area. Furthermore, the informants had to reflect on whether they think there is any way to replace EI and if it is possible to develop the level of EI. The results show that all informants believe that EI is important in leadership to effectively be able to delegate, motivate and lead their followers, but also to develop an effective team.
40
Carter, Stevie Dawn. "Emotional intelligence| A qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program". Thesis, Colorado State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720382.
Testo completoAbstract (sommario):
This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.
41
Polifroni, Mark. "The development and testing of a multi-component emotion induction method". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141669741.
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Wheeler, John J., e Michael R. Mayton. "The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavior Disorders". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/323.
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Dolev, Niva. "Developing emotional intelligence competencies in teachers through group-based coaching". Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27618.
Testo completoAbstract (sommario):
Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.
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Cockerham, Diann Sawyers. "Exploring students' emotional experience within the distance learning environment". Thesis, Argosy University/Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591251.
Testo completoAbstract (sommario):
This study examined the experiences of collegiate, online, distance learners. This research developed an understanding of the dynamic interplay between students’ emotions and their experience of social presence within this unique learning environment. Through surveys and interviews, the research secured perspectives of the emotional and social climates in the learners’ experience of this evolving educational environment. The data were sorted based on themes from prior research exploring successful distance learning experiences. Analysis and synthesis of emergent themes, Likert scores, and percent agreement led to the development of a professional discussion, conclusions regarding the guiding research questions, and recommendations for future practice and study.
45
Yeh, Pei-Wen. "Understanding the multimodal integration of emotional information during development". Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87179/.
Testo completoAbstract (sommario):
In recent years, body expressions have been demonstrated to be effective visual cues for conveying emotional information. We usually perceive others' emotions from multiple modal sources in our daily lives, such as via the face, sounds and touch. As such, it is an important issue that we seek to understand how we perceive emotional cues as a coherent percept rather than separate percepts. With behavioral measurements, previous studies have provided evidence that a combination of multiple emotional cues can assist in making a more accurate and rapid discrimination of emotional contents. However, little to no research has focused on the integration of emotion perception from body expressions combined with other modal information, especially during development. As a consequence, the aim of this thesis was to investigate developmental changes in neural activity underlying the integration of emotion perception via body expressions and the voice. In Chapter 1, literature on multisensory processing in infants and children was reviewed, and the objectives of the thesis were described. In Chapter 2, processing for unisensory (sounds or body expressions) compared to audiovisual conditions (body expressions with sounds) was measured in adults. In Chapter 3, influences of types of body presentations (dynamic/static) with emotions were examined in an audiovisual paradigm with adults. In Chapter 4, 6.5-month-old infants processed emotional information in a paradigm derived from Chapter 3. In Chapter 5, audiovisual emotion perception was examined in 5-6 year-old children. These studies showed separate processing for interactions between visual and auditory perceptual sources, and for the assessment of combined emotional content across the three ages groups. This series of studies also revealed maturational changes in neural correlates to audiovisual emotion processing in ERP components indexing perception and cognition. A final chapter explores the implications of the findings for understanding the audiovisual emotion processing from a developmental perspective.
46
Sandhu, Reena P. "Father Attachment Predicts Adolescent Girls' Social and Emotional Development". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1396974791.
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47
Almeida, Mariana Brito Mexia de. "Socialização parental das emoções e a competência social da criança". Master's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/291.
Testo completoAbstract (sommario):
Dissertação de mestrado em Psicologia EducacionalEste trabalho teve como base três objectivos, que passamos a descrever: avaliar se as estratégias parentais a que os pais recorrem para lidar com as emoções positivas e negativas expressas pelos seus filhos estão ou não associadas; estudar a relação entre as reacções parentais a essas expressões emocionais e o desenvolvimento de competências sociais e interpessoais da criança, através de relatos maternos, paternos e das educadoras; verificar se existem diferenças significativas na forma como os pais lidam com as emoções dos filhos em função do género. Teve como universo populacional os pais e as mães de crianças com 5 anos, a frequentarem o último ano do pré-escolar em estabelecimentos de ensino privado, e as suas educadoras, perfazendo um total de 32 crianças, 31 mães, 30 pais e 5 educadoras. Foram utilizados os seguintes instrumentos: para a avaliação das reacções parentais ás emoções negativas e positivas das crianças utilizaram-se, respectivamente, uma versão traduzida reduzida do Coping with Children's Negative Emotions Scale (CCNES, Fabes, Eisenberg & Bernzweig, 1990; in Melo, 2005) e o Questionário de Coping com as Emoções Positivas-Pais (QCEP, Melo, Moreira & Soares, 2004). A avaliação das competências sociais e interpessoais da criança foi feita através da Escala de Competências Sociais e de Avaliação do Comportamento (versão reduzida e traduzida do Social Competence and Behavior Evaluation, SCBE-30, Lafraniere & Dumas, 1998; in Veríssimo, 2001) e a Escala de Competências Interpessoais (versão traduzida da Interpersonal Competence Scale, ICS-T, Cairns, Leung, Gest & Cairns, 1995; in Veríssimo, 2001). Relativamente aos resultados, apesar das escassas associações encontradas entre as reacções maternas e paternas às expressões emocionais dos filhos, foi possível confirmar a influência dessas mesmas reacções no desenvolvimento das competências sociais e interpessoais da criança, tendo-se verificado também a existência de associações entre os relatos dos progenitores e das educadoras em relação às avaliações das referidas competências. Face às diferenças em função do género, constatou-se que os pais, mas não as mães, reagiam de forma mais negativa às expressões emocionais negativas e positivas das raparigas.
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Sidor, Stanley. "THE IMPACT OF COMPUTER BASED SIMULATION TRAINING ON LEADERSHIP DEVELOPMENT". Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3751.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the relationship between measures of emotional intelligence after participation in a simulation based leadership development program as applied to a student cohort at a community college. Additionally, this study was conducted to investigate significant differences in emotional intelligence subscales when compared to the categorical variables of age, race, gender, position type, number of years employed, and time. All 300 students in the introductory management classes in the Bachelors of Applied Science business principles classes in the Business program were invited to participate. A total of 201 questionnaires representing 103 individuals were returned, garnering a 67% initial return rate; the total number of useable surveys was 182 representing 91 individuals for a final useable return rate of 60.7%. An analysis of the relationship between the measures of emotional intelligence before and after participating in leadership simulation revealed statistically significant differences after participation in the leadership simulation. There was a significant increase in respondent scores in three of the four subscales after the respondents participated in the Virtual Leader simulation: (a) self-emotion appraisal (SEA), p = .031; (b) others emotion appraisal (OEA), p = .002; and (c) regulation of emotion (ROE), p =.002. The emotional intelligence construct, use of emotion (UOE), p = .061, did not demonstrate statistical significance. A statistical analysis of all combinations and interactions of the categorical variables (age, race, gender, years employed, and position types compared to the valueEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Bosse, Samantha, e Alyson Chroust. "How Emotional Body Expressions Direct an Infant's First Look". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/116.
Testo completoAbstract (sommario):
Previous research in infant cognitive development has helped psychologists better understand visual looking patterns in infants exposed to various facial expressions and emotions. There has been significantly less research, however, on gaze sequences in relation to emotional body expressions. The aim of this study was to address this gap in the literature by using eye-tracking software to analyze infants’ gaze patterns of different areas of interest (AOIs) on emotional body expressions. Forty 6.5-month-old infants (Mean age in days = 193.9; SD = 8.00; 18 males) were shown four emotional body expressions (happy, sad, angry, fearful) with either a blurred face condition or a present face condition. Each expression was viewed twice by each infant for a total of 8-8 second trials. To examine whether infants’ first fixation location differed across emotion and area of interest (AOI), a mixed analysis of variance was conducted on the number of first fixations to each AOI across emotion with emotion (anger, fear, happy, sad) and AOI (upper body, face/head, legs, arms/hands) as a within-subjects factor and condition (face present, blurred) as a between-participant factor. There was a significant main effect of AOI, F(3, 342) = 36.40, p < .001, h2 = .49. However, this main effect is “explained” by a significant interaction between AOI and emotion, F(9, 342) = 2.07, p = .031, h2 = .05. There was no evidence of difference in performance across conditions, therefore subsequent analyses were collapsed across this variable. Follow-up analyses probing the interaction between AOI and emotion indicate that the number of first looks to the legs and arms/hands AOIs varies across emotion. For example, infants’ first fixation was more often directed towards the arms/hands AOI when the emotion of the body expression was sad. Additionally, infants’ first fixation location was more often directed toward the legs AOI when the body expression was happy. In contrast, there was insufficient evidence to suggest differences across emotion nor AOI when analyzing the time it took infants to make their first fixation or with the duration of the first fixation. In summary, the location of infants’ first fixation on static images of emotional body expressions varied as a function of emotion. Moreover, infants’ performance was not affected by the presence/absence of facial emotional information. These findings suggest that socially relevant features within bodies are differentially attended to by at least 6.5 months of age. This kind of systematic scanning may lay the groundwork for mature knowledge of emotions and appropriate behavioral responses to other people’s emotion later in life.
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Laux, Stephanie. "Personal Resources: Explorative Studies analyzing the Concept, the Development and the Promotion in Children and Adults". Doctoral thesis, Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-198583.
Testo completoAbstract (sommario):
The present thesis “Personal Resources: Explorative Studies analyzing the Concept, the Development and the Promotion in Children and Adults” focuses on the field of Positive Psychology. This comparatively new field of research aims to examine personal strengths and virtues to ascertain the role of positive experiences, to delineate the function of positive relationships, and to understand how these factors contribute to well-being (Gable & Haidt, 2005). In addition, another goal of Positive Psychology is to develop effective interventions, aiming to increase and sustain processes that strengthen these resources.
Thus, my thesis will contribute to a broader understanding of the concepts of personal resources and well-being, as well as their development and promotion. Therefore, I will present findings from four cross-sectional and longitudinal studies with children and adults as participants.
In Chapter 1, I introduce the most central concepts of Positive Psychology research and constitute the central questions guiding my thesis. Chapters 2 to 5 present the findings of my empirical research: In Chapter 2, I investigate the concepts of resources and human well-being. Therefore, I will analyze the most important human resources and their complex interplay and impact on human well-being. My aim is to contribute to a more comprehensive framework in this comparatively new field of research. As Positive Psychology further strives to establish effective interventions, I additionally investigate the development and promotion of resources and well-being in children and adults (see Chapters 3-5). In Chapter 3, I concentrate in particular on preschool children and their socio-emotional competencies, and the promotion of these within our mentoring-based prevention program “HUCKEPACK”.
A further aim of my thesis is to contribute to a better understanding of the processes fostering positive intervention outcomes. Hence, in Chapter 4 I focus on the causal mechanisms that bring about change within mentoring relationships. More specifically, I examine whether mentors’ socio-emotional competencies influence the mentees’ socio-emotional development within these mentorships. In Chapter 5, I address the question whether personal resources develop in adulthood while focusing on volunteers in our mentoring program in comparison to non-volunteers. Finally, Chapter 6 summarizes the findings presented in my thesis and provides prospects for future research. In Chapter 7 I submit a German version of this summary.