Готові списки джерел за темами / Emotional attitudes

Добірка наукової літератури з теми "Emotional attitudes"

Автор: Grafiati

Опубліковано: 19 червня 2021

Оновлено: 17 лютого 2022

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Статті в журналах з теми "Emotional attitudes":

Rocklage, Matthew D., and Andrew Luttrell. "Attitudes Based on Feelings: Fixed or Fleeting?" Psychological Science 32, no. 3 (February 8, 2021): 364–80. http://dx.doi.org/10.1177/0956797620965532.

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Researchers and practitioners want to create opinions that stick. Yet whereas some opinions stay fixed, others are as fleeting as the time it takes to report them. In seven longitudinal studies with more than 20,000 individuals, we found that attitudes based more on emotion are relatively fixed. Whether participants evaluated brand-new Christmas gifts or one of 40 brands, the more emotional their opinion, the less it changed over time, particularly if it was positive. In a word-of-mouth linguistic analysis of 75,000 real-world online reviews, we found that the more emotional consumers are in their first review, the more that attitude persists when they express it again even years later. Finally, more emotion-evoking persuasive messages create attitudes that decay less over time, further establishing emotion’s causal effect. These effects persist above and beyond other attitude-strength attributes. Interestingly, we also found that lay individuals generally fail to appreciate the relation between emotionality and attitude stability.

Ayres, Karen, Andrew Prestwich, Mark Conner, and Paul Smith. "Emotional Eating Moderates the Relationship between Implicit Measures of Attitudes and Chocolate Consumption." European Journal of Personality 25, no. 5 (September 2011): 317–25. http://dx.doi.org/10.1002/per.793.

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Emotional eaters tend to eat more when emotionally aroused and their food–related actions are associated with lack of control. Two studies tested the hypothesis that implicit measures of attitudes would be more strongly associated with the dietary behaviour of emotional eaters. In both Study 1 ( N = 32) and Study 2 ( N = 101), participants completed the DEBQ sub–scale of emotional eating and implicit measures of attitude, explicit attitude and behaviour measures concerning chocolate consumption. In both studies, high emotional eaters were more likely than low emotional eaters to eat in line with their implicit measures of attitudes. The relationship between implicit measures of attitudes and food intake varies as a function of emotional eating style. Copyright © 2010 John Wiley & Sons, Ltd.

Filaire, Edith, Patrick Treuvelot, and Hechmi Toumi. "Relationship Between Eating-Behavior Disorders and Psychological Parameters in Male First-Year Physical Education Students." International Journal of Sport Nutrition and Exercise Metabolism 22, no. 5 (October 2012): 383–91. http://dx.doi.org/10.1123/ijsnem.22.5.383.

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This study explores the prevalence of disordered eating attitudes in a sample of male first-year university students engaged in a physical education program and examines the relationships between emotional intelligence, coping, and emotional eating in relation to disordered-eating (DE) attitudes. A total of 140 students completed the following questionnaires: the Eating Attitudes Test, the Bar-On Emotional Intelligence Questionnaire, the Coping Inventory Stress Scale, and the Dutch Eating Behavior Questionnaire. The number of participants represented 80% of the male students registered in this discipline at the authors’ university. Twenty percent of students presented DE attitudes even though they were of normal weight. The Bar-On EQ-I results indicated that students with DE attitudes had lower levels of emotional intelligence (EI) scores than students without DE attitudes (control group). Moreover, they scored higher than the control group on coping styles such as avoidance-oriented coping, emotion-oriented coping, and emotional eating. The DE group presented a positive correlation between DE attitudes symptoms and both avoidance- and emotion-oriented coping but a negative correlation between DE attitudes and task-oriented coping. There was also a significant negative correlation between DE attitudes and EI score. Another result from this group indicated an association between EI score and emotional-eating score (p < .05, r = –.44) and also a positive correlation between emotion-oriented coping and emotional eating (p < .01, r = .47). The findings highlight future research potential on the role of emotions and EI in DE symptoms, which may be beneficial in the context of collaborative care management intervention.

Matsuda, Ryo. "Multiple Emotion Regulation in Rorschach Color Responses." Rorschachiana 40, no. 2 (December 1, 2019): 112–30. http://dx.doi.org/10.1027/1192-5604/a000116.

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Abstract. While color-related responses to the Rorschach test have been interpreted as reflecting respondents’ emotional characteristics, their validity has been criticized. Since Rorschach validity should be confirmed by both unconscious and conscious processes, this study focused on implicit positive attitudes toward emotion regulation (considered an unconscious mechanism that motivates regulating emotions) and emotion-regulation strategy. In total, 39 undergraduates (two of whom were excluded from the analyses) completed the Rorschach test, the Implicit Association Test (IAT; measures implicit attitudes toward emotion regulation), and a questionnaire about emotion-regulation strategies. The results showed that positive attitudes toward emotion regulation increased participants’ form-chromatic color (FC) responses, and people who habitually used adaptive strategies to regulate emotions gave more FC responses with high form quality. These results support the interpretation of FC as a mature and controlled emotional response. Additionally, affective ratio (Afr) scores positively correlated with the behavioral suppression of emotions. This result suggests that high Afr, which activates reactivity to Rorschach color cards, can be interpreted as emotional excitement caused by the dysfunction of emotion regulation.

Vaske, Jerry J., and Carly C. Sponarski. "The demographics of knowledge, attitudes and emotions toward coyotes." Wildlife Research 48, no. 5 (2021): 426. http://dx.doi.org/10.1071/wr20071.

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Abstract ContextA coyote-caused human fatality in Cape Breton Highlands National Park of Canada (CBHNPC) occurred in 2009. Because CBHNPC is federally protected, rangers have a limited number of management options for dealing with human–coyote conflict. The park initiated the present study to understand the publics’ acceptance of coyotes. AimsThis article examined relationships between each of four independent variables (respondent type (resident vs visitor), sex, age, education) and each of four dependent variables (knowledge, attitude, two emotions) related to coyotes in CBHNPC. Researchers have repeatedly suggested that demographics are related to cognitions and emotions toward wildlife. Managers can use demographic findings to target education campaigns to specific stakeholders. MethodsSurvey data were obtained from (a) residents living around CBHNPC (n=556, response rate=70%), and (b) visitors hiking two popular trails in CBHNPC (n=443, response rate=60%). Key resultsAll four independent variables were related to knowledge. Visitors were more knowledgeable about coyotes than were residents. Females were more knowledgeable than were males. Younger respondents were more knowledgeable than were older individuals. All education categories differed from each other. Findings for the attitude construct were similar. Residents held negative attitudes toward coyotes, whereas visitors were slightly positive. Males and females both held negative attitudes. The youngest age category held a positive attitude, whereas the oldest group was the most negative. Respondents with a high-school degree had a negative attitude; those with a college degree held a positive attitude. For the first emotion concept, residents were more emotional than were visitors. Males were more emotional than were females, and high-school graduates were more emotional than were college graduates. For the second emotion, there were statistical differences between residents and visitors, as well as between males and females. However, age and education were not related to this scenario. ConclusionsAlthough there were statistical differences for 13 of 16 tests, over 80% of the effect sizes were minimal and there were interaction effects among the four demographic variables. ImplicationsFindings highlighted complexities managers should consider when designing communication strategies aimed at influencing stakeholders’ knowledge of and attitudes and emotions toward wildlife.

Gavaruzzi, Teresa, Marta Caserotti, Irene Leo, Alessandra Tasso, Leonardo Speri, Antonio Ferro, Elena Fretti, Anna Sannino, Enrico Rubaltelli, and Lorella Lotto. "The Role of Emotional Competences in Parents’ Vaccine Hesitancy." Vaccines 9, no. 3 (March 22, 2021): 298. http://dx.doi.org/10.3390/vaccines9030298.

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The role of parents’ emotional competencies on vaccine hesitancy and decision making has been seldom examined. Two studies investigated the relationship between parents’ attitudes towards childhood vaccines and self-reported behavior (Study 1) and between parents’ emotional competence and attitudes towards vaccines (Study 2). In Study 1, predictors of temporal, partial, or complete vaccine refusal (having voluntarily postponed/forgone some/all vaccines) were examined in 2778 parents. In Study 2, psychological predictors of the attitude towards vaccines were examined in 593 parents, using the Profile of Emotional Competence and the valence of mental images spontaneously associated with the term “vaccine”. In Study 1, attitudes were aggregated in three independent factors (concerns about vaccine safety; diseases prevented by vaccines; and naturalistic views) that independently predicted vaccine refusal. In Study 2, a significant mediational analysis showed a positive indirect effect of intrapersonal emotional competences on attitudes towards vaccines, through mental images associated with the word “vaccine”. Parents’ intrapersonal emotional competences affected all dimensions of attitudes towards vaccines, suggesting that being able to manage, identify, and recognize one’s own emotions is central to vaccine acceptance. These findings suggest that intervention strategies, rather than stressing the pro-social benefits of vaccinating, should focus on aspects related to one’s own emotions.

Nakić Radoš, Sandra, Roberta Jelić, and Đurđica Jurjević. "Emotional Reaction to Menarche and Menstrual Attitudes." Suvremena psihologija 20, no. 1 (June 12, 2017): 23–38. http://dx.doi.org/10.21465/2017-sp-201-02.

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The goal of this study was to examine current attitudes toward menstruation in adolescent postmenarcheal girls in relation to age at menarche, time since menarche had occurred, preparedness, and emotional reaction to menarche. Postmenarcheal adolescent girls from primary and secondary schools (N = 246) participated in the study, with an average age of 15.1 years and average age at menarche 12.4 years. Participants filled out the adapted version of Adolescent Menstrual Attitude Questionnaire (AMAQ; Marvan & Molina, 2002), Expected/Experienced Emotions related to Menarche Scale (Emo-M; Nakić Radoš, Mužinić Bikić, & Roso Perić, in press), Preparedness for the Menarche (PM; Rodriguez White, 2013), and Pubertal Development Scale (PDS; Petersen, Crockett, Richards, & Boxer, 1988). The two-way ANOVA showed that early maturers (≤11 years at menarche) had significantly higher level of negative attitudes than average maturers (12 years) and late maturers (≥13 years). Both early and average maturers had a higher level of secretive attitudes than late maturers. However, this effect was present only if menarche occurred in less than two years. Regression analyses showed that higher level of pleasant emotions at menarche predicted higher level of positive attitudes toward menstruation (45.2% variance explained). Lower age at menarche, less time from the menarche, and a higher level of unpleasant emotions at menarche predicted higher levels of secretive attitudes (35.1% variance explained) and negative attitudes (22.7% variance explained). In conclusion, age at menarche, time for adaptation to menstruation, and initial emotional reaction to menarche are significant determinants of menstrual attitudes in adolescent girls. Education and preparing girls for menstruation at early stages of puberty is necessary. Keywords: menarche, menstruation, attitudes, emotions, puberty

Ismael, Diana, and Angelika Ploeger. "Consumers’ Emotion Attitudes towards Organic and Conventional Food: A Comparison Study of Emotional Profiling and Self-Reported Method." Foods 9, no. 1 (January 10, 2020): 79. http://dx.doi.org/10.3390/foods9010079.

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Emotions represent a major driver behind a consumption behavior. It may provide more important information beyond consumers’ preferences. This study contributes to a better understanding of the discrepancy in emotion attitudes towards organic versus conventional food using a cognitive survey and real food consumption experience. An emotional profiling under informed and uninformed condition, a cognitive survey, and a rapid forced-choice test were carried out with 46 consumers. Our work detected a yawning gap in consumers’ declared emotion attitudes in the cognitive survey and elicited emotion attitudes in the food consumption experience. Results showed that consumers exaggerate their positive emotion attitudes towards organic over conventional and their negative emotion attitudes towards conventional over organic. Even though consumers expressed higher negative emotion attitudes towards conventional food than organic in a cognitive survey, during the emotional profiling they had nearly equal emotion attitudes towards both conventional and organic samples. Moreover, positive declared emotions in a cognitive survey formed a good predictor of the final choice of conventional products over organic under time pressure. However, preferences, declared emotion, as well as elicited emotion attitudes were less useful as predictors of organic choice under time pressure. These results show the importance of taking into consideration the type of applied method when investigating consumers’ emotion attitudes towards organic and conventional products.

Kaczmarek, Bożydar L. J., Marcin Stencel, Michał Grzegorczyk, Izabela Marczak, and Maria Pąchalska. "EMOTIONAL ATTITUDES LINKED TO COMMON OBJECTS: PRACTICAL AND CLINICAL IMPLICATIONS." Acta Neuropsychologica 17, no. 4 (December 4, 2019): 395–405. http://dx.doi.org/10.5604/01.3001.0013.6383.

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Studies concerning emotional changes following brain damage neglect the emotional responses that might arise in reaction to the stimuli used in their examination of such patients. Yet those reactions may be quite forceful often provoking feeling of anxiety or panic and dismay. A questionnaire designed to reveal associations and emotional attitudes was presented to 96 extramural students. Four categories of products and the products within those categories were selected. The categories included: sweets; alcohol; transport, and consumer electronics. In addition, 174 participants of various ages and professions produced associations linked to emotionally loaded words. A list of associations and their dominance scores were created. It revealed that transport (4.9) and consumer electronics (5) were given the highest mean scores. Also, the terms car (5.3) and mobile phone (5) aroused the highest levels of emotion. The significance of the emotional attitudes of the participants to objects were determined within particular dimensions that measured likableness, interest, goodness, and attractiveness. The terms beer, chocolate, car and mobile phone were reported to be most acceptable in all four dimensions. The above data suggests that the emotional attitude awakened by a particular object finds its expression in all of the dimensions examined. The studies revealed the significance of primary subconscious affects for creating positive or negative attitudes. This should be taken into account by therapists since objects which evoke a negative affect may trigger a patient’s reluctance to take part in the rehabilitation procedure.

Cherry, Myisha. "Gendered Failures in Extrinsic Emotional Regulation; Or, Why Telling a Woman to “Relax” or a Young Boy to “Stop Crying Like a Girl” Is Not a Good Idea." Philosophical Topics 47, no. 2 (2019): 95–111. http://dx.doi.org/10.5840/philtopics201947217.

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I argue that gendered stereotypes, gendered emotions and attitudes, and display rules can influence extrinsic regulation stages, making failure points likely to occur in gendered-context and for reasons that the emotion regulation literature has not given adequate attention to. As a result, I argue for ‘feminist emotional intelligence’ as a way to help escape these failures. Feminist emotional intelligence, on my view, is a nonideal ability-based approach that equips a person to effectively reason about emotions through an intersectional lens and use emotions to inform how we think and react to the world. This includes being attuned to the ways in which the world and our emotional lives are structured by and favors men. It stresses the need to be attuned to, as well as resist and challenge gender-based stereotypes and attitudes around emotions, paying close attention to the ways those stereotypes, norms, and attitudes differ across race, class, ethnicity, et cetera.

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Дисертації з теми "Emotional attitudes":

Krishnakumar, Sukumarakurup. "The Role of Emotional Intelligence and Job Emotional Requirements in Job Attitudes and Behavior." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27849.

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A recent focus on understanding emotions in organizations has resulted in increased attention to the role of Emotional Intelligence (EI). Emotional Intelligence (EI) is a type of intelligence that helps individuals to perceive, assimilate, understand, and manage emotions (Mayer & Salovey, 1997). The aim of this study is to understand the role of EI on individual attitudinal and performance outcomes. Specifically, this paper argues that EI may be an important determinant of employee job satisfaction, turnover intention, and performance. Further, these effects are expected to be most pronounced in job functions with higher emotional requirements. Data collected from 278 law enforcement and healthcare employees provide no support for these propositions. These findings, their implications, and potential future studies are discussed.
Ph. D.

Tsang, Pui-shan, and 曾佩珊. "Mediating effect of emotional processing on the relationship between dysfunctional attitudes and negative emotional states." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209537.

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This study aimed to investigate the interrelationship between dysfunctional attitude, emotional processing difficulties, and negative emotional states using a cross-sectional design. Data were gathered from 140 participants (n = 140) completing a self-reported questionnaire including measures of dysfunctional attitude scale form A (DAS-A), emotional processing scale (EPS-25), and the depression anxiety stress scales (DASS). Multiple mediation results indicated that the association between dysfunctional attitude and negative emotional states, including stress, anxiety and depression, could be explained by different domains of emotional processing. In stress emotion state, having signs of unprocessed and unregulated emotion acted as the mediators. As for anxiety state, having impoverished emotional experience mediated the relationship between dysfunctional attitude and negative emotion. In terms of depression, suppression and having unregulated emotion mediated the association. To conclude, apart from the dysfunctional thoughts, the styles in which individual process their emotions were influential in regulating their emotional distress. These findings could serve as pointers for therapy, and treatment program focusing on appropriate emotional processes could be developed to facilitate the regulation of distressing emotional experiences.
published_or_final_version
Clinical Psychology
Master
Master of Social Sciences

Kazak, Sevil. "An Investigation Of The Relationship Between The Tendencies Of Efl Instructors To Use The Emotional Intelligence Skills And Their Attitudes Towards The Teaching Of Emotional Intelligence Skills In Efl Classes." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611435/index.pdf.

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This study aimed to investigate the relationship between the tendency of English as a Foreign Language (EFL) instructors to use the emotional intelligence (EQ) skills and their attitudes towards the teaching of EQ skills in EFL classes. The quantitative data were collected through a demographic inventory and two questionnaires. In the quantitative data gathering process, 140 EFL instructors working at Atilim University, BaSkent University, Bogaziç
i University and Erciyes University participated. In order for an in-depth interpretation of the questionnaire results, semi-structured interviews were held with 10 EFL instructors. The results of the study revealed that there is a relationship between the tendency of EFL instructors to use the interpersonal skills and their classroom applications related to the teaching of these skills in EFL classes. The tendency of EFL instructors to use the intrapersonal, interpersonal, adaptability and general mood skills were also found to correlate with their beliefs related to the teaching of these skills in EFL classes. Another outstanding finding of the study is that the tendency of EFL instructors&rsquo
to teach EQ skills is lower than both their tendency to use EQ skills and their tendency to believe that EI skills should be taught in EFL classes. Furthermore, the analysis of the demographic information along with the questionnaire results revealed a correlation between the tendency of EFL instructors to teach EQ skills in their classes and their gender, workload and the type of the institution they work. The results also revealed that there is a relationship between the beliefs of EFL instructors related to the teaching of EQ skills in EFL classes and their workload.

Westover, Kathleen. "Do Attitudes About Spoiling Children Affect Attitudes Regarding What Infants Need for Early Social-Emotional Development." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1195.

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Secure infant attachment is important for the positive social-emotional development of children. Many parents have limited understanding of social-emotional development and the influence of appropriate responsive parenting behaviors to their infants’ cues. For example, many parents believe you can spoil an infant if you pick them up every time they cry. Researchers study the impact of positive responses to infants’ cues. Infants form a more secure attachment and learn to interpret the world as a safe place for exploration when parents respond to their signs of distress. In contrast, infants reared with authoritarian parenting styles of strict compliance and harsh punishment develop more insecure attachments. This study measured undergraduate students’ beliefs about spoiling children, child obedience, and parental responsiveness and examined changes in beliefs after instruction in the principles of attachment and the role of caregiver responsiveness in the formation of secure attachment. First, a pretest was administered followed by 1 to 2 hours of in class instruction regarding attachment theory. Next, a posttest was given to determine if in-class instruction had an effect on students’ attitudes regarding spoiling children, child obedience, and parental responsiveness. Students’ beliefs about spoiling children were associated with attitudes about child obedience and parent responsiveness, and students changed their attitudes about spoiling and responsiveness, although not obedience, after instruction. Young adults who have developed an understanding of parental responsiveness and have decreased their fears of spoiling children have the potential to be able to implement more developmentally supportive practices in their own lives as future parents and practitioners in the field of child development.

Jones, James P. "Implicit and explicit attitudes of educators towards the emotional disturbance label." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536748.

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This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons (SADP). Results indicated that teachers possess a significant preference for the category of Learning Disability (LD) compared to ED, and the correspondence between implicit and explicit attitudes toward those two labels was strong. This data supports the notion that the ED label is perceived far too negatively by educators to serve as an effective category of services for children with serious mental health issues.
Department of Educational Psychology

Jones, Vanessa. "Eating disorders : attitudes towards emotional expression and prevalence in weight-category sports." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3913/.

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Volume I contains a literature review exploring the prevalence of eating disorders in those who participate in weight category sports and an empirical paper investigating the attitudes towards emotional expression and eating disorders in men and women, exploring comparisons between the sexes. Volume II contains 5 Case Practice Reports. The first describes a behavioural and psychodynamic formulation of a 2 ½ year old boy with feeding difficulties. The second evaluates the implementation of the Choice and Partnership Approach (CAPA) in a Birmingham Child and Adolescent Mental Health Service (CAMHS). It asks the question “Does using CAPA reduce waiting times to assessment and treatment” and finds a reduction in waiting list times post CAPA implementation. The third report is a single case design study, assessing the efficacy of a Cognitive Behavioural Therapy (CBT) intervention delivered to a 20 years old woman with obsessive compulsive disorder. The fourth report tells the story of a couple managing the difficulties that come with adjusting to chronic, progressive illness within a marriage, from a systemic perspective. The final piece is a presentation reporting the case study of a woman with anorexia nervosa who was treated using a CBT approach.

Wilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
Department of Special Education

Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.

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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.

Hearne, Sophie Louise. "Posttraumatic Stress Dlsorder : The Role of Attitudes Toward Emotional Expression and Posttraumatic Cognitions." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522098.

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Söderberg, Hanna. "Urban women applying for induced abortion studies of epidemiology, attitudes and emotional reactions /." Lund : Dept. of Obstetrics and Gynecology and Community Medicine, Lund University, University Hospital, 1998. http://catalog.hathitrust.org/api/volumes/oclc/40264522.html.

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Книги з теми "Emotional attitudes":

Harling, Becky. Rewriting your emotional script: Erase old messages, embrace new attitudes. Colorado Springs, CO: NavPress, 2008.

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Sparrow, Tim. Applied EI: The importance of attitudes in developing emotional intelligence. Chichester, West Sussex, England: Jossey-Bass, 2006.

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Lauck, Frederick W. Children of the greatest generation: An emotional history. [Mich.?]: Frederick W. Lauck, 2011.

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Lauck, Frederick W. Children of the greatest generation: An emotional history. [Mich.?]: Frederick W. Lauck, 2011.

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Punamäki-Gitai, Raija-Leena. Childhood under conflict: The attitudes and emotional life of Israeli and Palestinian children. [Tampere]: Tampere Peace Research Institute, 1987.

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Levine, Katherine Gordy. Parents are people too: An emotional fitness program for parents. New York, N.Y., U.S.A: Penguin Books, 1997.

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McConville, Laurinda. The knowledge and attitudes of clergy to the social and emotional issues affecting young people. [s.l: The Author], 2002.

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Morrison, Douglas. How we heal: Nutritional, emotional, and spiritual fundamentals. Berkeley, Calif: North Atlantic Books, 2001.

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Steiner, Claude. When a man loves a woman: Sexual and emotional literacy for the modern man. New York: Grove Press, 1986.

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Briggs, Jean L. Inuit morality play: The emotional education of a three-year-old. St. Johns, Nfld: Institute of Social and Economic Research, 1998.

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Частини книг з теми "Emotional attitudes":

Tutt, Rona, and Paul Williams. "Changing attitudes in changing times." In How to Maximise Emotional Wellbeing and Improve Mental Health, 1–20. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003052579-1.

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Lingiardi, Vittorio, and Nicola Nardelli. "Negative Attitudes to Lesbians and Gay Men: Persecutors and Victims." In Emotional, Physical and Sexual Abuse, 33–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06787-2_3.

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Zöller, Susan Gretchen, and Sandro Wartzack. "Considering Users’ Emotions in Product Development Processes and the Need to Design for Attitudes." In Emotional Engineering, Vol.5, 69–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53195-3_7.

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Cosi, Piero, Andrea Fusaro, Daniele Grigoletto, and Graziano Tisato. "Data-Driven Tools for Designing Talking Heads Exploiting Emotional Attitudes." In Lecture Notes in Computer Science, 101–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24842-2_10.

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MacIntyre, Peter D., Jean-Marc Dewaele, Nicole Macmillan, and Chengchen Li. "3. The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery." In Contemporary Language Motivation Theory, edited by Ali H. Al-Hoorie and Peter D. MacIntyre, 57–79. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925204-008.

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Dryden, Windy. "Emotional problem-focused REBC: Changing attitudes using the ‘DEF’ parts of the ‘Situational ABCDEF’ framework." In Rational Emotive Behavioural Coaching, 119–23. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315159737-20.

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Fulcher, Eamon P. "4. Neurons with attitude." In Emotional Cognition, 75–109. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/aicr.44.04ful.

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Fahs, Breanne. "Sex During Menstruation: Race, Sexual Identity, and Women’s Accounts of Pleasure and Disgust." In The Palgrave Handbook of Critical Menstruation Studies, 961–84. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_69.

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Abstract This study analyzes qualitative interviews with 40 women across a range of age, race, and sexual orientation to examine experiences with sex during menstruation. Results show that 25 women describe negative reactions, two describe neutral reactions, and 13 describe positive reactions. Negative responses involve four themes: discomfort and labor to clean ‘messes,’ overt partner discomfort, negative self-perception, and managing partner’s disgust. Positive responses cohere around physical and emotional pleasure from sex while menstruating and rebellion against anti-menstrual attitudes. Race and sexual identity differences appear: White women and bisexual or lesbian-identified women describe more positive feelings than women of color or heterosexual women. Bisexual women with male partners describe more positive reactions than heterosexual women with male partners, implying that heterosexual identity relates to negative attitudes more than heterosexual behavior. Those with positive attitudes also enjoy masturbation more than others. Additionally, interviews address sexual and racial identities’ informing body practices, partner choice affecting body affirmation, and resistance against ideas about women’s bodies as ‘disgusting.’

Ackesjö, Helena. "Parents’ Emotional and Academic Attitudes Towards Children’s Transition to Preschool Class – Dimensions of School Readiness and Continuity." In International Perspectives on Early Childhood Education and Development, 147–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58329-7_10.

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Тези доповідей конференцій з теми "Emotional attitudes":

Liu, Chen, Zhiyi Zhang, Yongming Yao, and Yonghua Xu. "A Logic Pattern of Agents with Emotional Attitudes." In 2019 6th International Conference on Dependable Systems and Their Applications (DSA). IEEE, 2020. http://dx.doi.org/10.1109/dsa.2019.00046.

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Stanciu, Mirela. "The affective delelopment of the adolescent - the basis of the positive attitude in crisis situations." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p255-258.

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Adolescence is the age of great emotional restructuring. It is the period in which one learns emotions, new feelings, attitudes towards oneself and towards life. It depends on the family and the school, but also on the society, in general, to create for the adolescent the premise of a solid healty developement, so that he had the necessary resources for a good management of the life situations and of his own life.

Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.

Karapetyan, Larisa. "Emotional-Personal Well-Being as a Predictor of Social Perception of Representative of Security Services." 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-2020-36.

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Objective: exploring the impact of emotional and personal well-being on the attitudes of security sector professionals towards other people, both those within their communication zone and those outside it. Methods: (1) Semantic differential technique (SD), where descriptors were represented by 24 personal qualities in terms of which the respondents were asked to evaluate two SD objects: people within their social circle, and those outside it; (2) Emotional-personal well-being self-evaluation technique (EPWBSE), where the respondents evaluate themselves in nine mono-scales. The research sample consisted of 2,229 people from different professional categories, including 298 representatives from the power block (98 people from the Russian Ministry of Defence (MoD) and 200 respondents from the Russian Ministry of Internal Affairs (MIA)). Conclusions: It was found that representatives of the Ministry of Internal Affairs demonstrated more positive attitudes towards people from the communication sector, while representatives of the MoI showed more positive attitudes towards people in general. In the MIA sample, emotional-personal well-being is significantly higher and, at the same time, it is related to the dynamics of social perception: the higher the level of emotional-personal well-being, the more positively people in the communication zone are perceived, while the lower the SELB level, the more positively people, in general, are perceived. Trends in social perception in MD representatives can be preconditioned by other factors. Further to the conducted analysis, it is planned to study different-level determinants of social perception in representatives of different security services.

Widayati, C. Catur, Magito Magito, Agung Solihin, and P. Dian Pangesti. "The role of Emotional Intelligence in Influencing Employee Attitudes and Behavior." In Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-9-2020.2302700.

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Ruhimat, Mamat, Dina Siti Logayah, and Darsono. "The Influence of Emotional Intelligence on Student Attitudes in Environmental Management." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.035.

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Kuzmenkova, Marina. "Moral And Emotional Characteristics Of Students With Different Attitudes To Volunteering." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.7.

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Urbane, Biruta, Irina Plotka, Nina Blumenau, and Dmitry Igonin. "Measuring the Affective and Cognitive Bases of Implicit and Explicit Attitudes Towards Domestic and Foreign Food Brands." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.024.

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The problem of accounting automatic affective and cognitive processes as bases for implicit attitudes towards brands, as well as methods for measuring them, is poorly developed. An analysis of previous research shows that the study of attitudes towards brands in terms of their affective and cognitive components is mainly carried out using self-assessment procedures. The aim of this research is to measure the affective and cognitive bases of implicit and explicit attitudes towards brands of domestic and foreign foods. Participants N = 131, aged 17-57 (Mdn = 31). Measures: specifically designed methodically balanced procedures for measuring implicit and explicit attitudes towards food brands: affective and cognitive implicit associative tests (IAT), Self-Concept IAT; emotional and cognitive explicit procedures and demographic questionnaires. The consistency of the results of implicit and explicit measurements is shown. The results of the measurements of implicit attitudes using three IAT procedures are related too. Using factor analysis, the independence of the constructs of explicit and implicit attitudes towards brands was confirmed, which is interpreted in terms of the theory of double attitudes. The greatest contribution to the implicit attitude, measured by the Self-concept IAT, is made by the cognitive component of attitude, which represents the implicit brand associations of domestic or foreign foods with attributes that characterize the price and quality of the foods. All implicit assessments obtained separately using the affective and cognitive procedures of the IAT, as well as the Self-concept IAT, testified in favour of the preference for foods of domestic brands. However, explicit assessments of the frequency of consumption of the brands under consideration did not reveal preferences for any of them. This discrepancy is seen not only as evidence of a possible ambivalent interaction between affective and cognitive associations, but also as an indication of the importance of future measurements of implicit assessments of instrumental associations that are the result of instrumental learning from consumers. This has the potential to improve the predictive validity of implicit measurements of brand attitudes and to better understand the structure of implicit consumer attitudes and the mechanisms of their influence on behaviour.

Khosla, Rajiv, and Chris Lai. "Mediating Human Decision Making with Emotional Attitudes in Web Based Decision Support Systems." In 2006 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology Workshops. IEEE, 2006. http://dx.doi.org/10.1109/wi-iatw.2006.88.

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Lim, Weng Marc, Pei-Lee Teh, and Pervaiz K. Ahmed. "Message sequencing of rational and emotional appeals: A study on consumer brand and product attitudes." In 2014 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2014. http://dx.doi.org/10.1109/ieem.2014.7058863.

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Звіти організацій з теми "Emotional attitudes":

Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.