Relevant bibliographies by topics / Emotional dimensions

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

Academic literature on the topic 'Emotional dimensions'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Emotional dimensions"

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Segura, Lucía, Jesús F. Estévez, and Estefanía Estévez. "Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims." International Journal of Environmental Research and Public Health 17, no. 13 (June 29, 2020): 4681. http://dx.doi.org/10.3390/ijerph17134681.

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The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.
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Lee, Hyun Jung. "How emotional intelligence relates to job satisfaction and burnout in public service jobs." International Review of Administrative Sciences 84, no. 4 (January 30, 2017): 729–45. http://dx.doi.org/10.1177/0020852316670489.

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Public service workers require higher levels of emotional intelligence because most public service jobs involve emotionally intense work focused on service to the public. Moreover, such emotional work may lead to a high degree of burnout and job dissatisfaction, which directly relates to organizational outcomes. Focusing on public service workers, the present study investigates the relationships between the dimensions of emotional intelligence and job satisfaction, on the one hand, and the dimensions of emotional intelligence and burnout, on the other. In the sample of 167 public service workers in the US, using employed structural equation modeling, the findings reveal that emotion regulation is significantly and negatively related to burnout and that emotional self-awareness is significantly and positively related to job satisfaction. Points for practitioners This study contributes to understanding the relationship between the emotional intelligence dimension and burnout, and the emotional intelligence dimension and job satisfaction, in public service jobs. Emotional intelligence plays a significant role for public service workers whose work involves emotionally intense job characteristics. The findings show that training in emotional intelligence abilities may increase job satisfaction and decrease burnout. Practitioners and professionals working in public management and administration may consider measures of emotional intelligence, especially emotional self-awareness and emotion regulation, in the recruitment process to select potentially effective job applicants.
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Costa, Henrique, Francisco Saavedra, and Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence." Work 69, no. 1 (May 26, 2021): 275–82. http://dx.doi.org/10.3233/wor-213476.

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BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures. RESULTS: Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small. CONCLUSIONS: Our study findings suggest the need and importance of implementing emotional education practices during adolescence.
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Nummenmaa, Lauri, Riitta Hari, Jari K. Hietanen, and Enrico Glerean. "Maps of subjective feelings." Proceedings of the National Academy of Sciences 115, no. 37 (August 28, 2018): 9198–203. http://dx.doi.org/10.1073/pnas.1807390115.

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Subjective feelings are a central feature of human life. We defined the organization and determinants of a feeling space involving 100 core feelings that ranged from cognitive and affective processes to somatic sensations and common illnesses. The feeling space was determined by a combination of basic dimension rating, similarity mapping, bodily sensation mapping, and neuroimaging meta-analysis. A total of 1,026 participants took part in online surveys where we assessed (i) for each feeling, the intensity of four hypothesized basic dimensions (mental experience, bodily sensation, emotion, and controllability), (ii) subjectively experienced similarity of the 100 feelings, and (iii) topography of bodily sensations associated with each feeling. Neural similarity between a subset of the feeling states was derived from the NeuroSynth meta-analysis database based on the data from 9,821 brain-imaging studies. All feelings were emotionally valenced and the saliency of bodily sensations correlated with the saliency of mental experiences associated with each feeling. Nonlinear dimensionality reduction revealed five feeling clusters: positive emotions, negative emotions, cognitive processes, somatic states and illnesses, and homeostatic states. Organization of the feeling space was best explained by basic dimensions of emotional valence, mental experiences, and bodily sensations. Subjectively felt similarity of feelings was associated with basic feeling dimensions and the topography of the corresponding bodily sensations. These findings reveal a map of subjective feelings that are categorical, emotional, and embodied.
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Thornton, Mark A., and Diana I. Tamir. "Mental models accurately predict emotion transitions." Proceedings of the National Academy of Sciences 114, no. 23 (May 22, 2017): 5982–87. http://dx.doi.org/10.1073/pnas.1616056114.

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Successful social interactions depend on people’s ability to predict others’ future actions and emotions. People possess many mechanisms for perceiving others’ current emotional states, but how might they use this information to predict others’ future states? We hypothesized that people might capitalize on an overlooked aspect of affective experience: current emotions predict future emotions. By attending to regularities in emotion transitions, perceivers might develop accurate mental models of others’ emotional dynamics. People could then use these mental models of emotion transitions to predict others’ future emotions from currently observable emotions. To test this hypothesis, studies 1–3 used data from three extant experience-sampling datasets to establish the actual rates of emotional transitions. We then collected three parallel datasets in which participants rated the transition likelihoods between the same set of emotions. Participants’ ratings of emotion transitions predicted others’ experienced transitional likelihoods with high accuracy. Study 4 demonstrated that four conceptual dimensions of mental state representation—valence, social impact, rationality, and human mind—inform participants’ mental models. Study 5 used 2 million emotion reports on the Experience Project to replicate both of these findings: again people reported accurate models of emotion transitions, and these models were informed by the same four conceptual dimensions. Importantly, neither these conceptual dimensions nor holistic similarity could fully explain participants’ accuracy, suggesting that their mental models contain accurate information about emotion dynamics above and beyond what might be predicted by static emotion knowledge alone.
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Topal, Kamil, and Gultekin Ozsoyoglu. "Emotional classification and visualization of movies based on their IMDb reviews." Information Discovery and Delivery 45, no. 3 (August 21, 2017): 149–58. http://dx.doi.org/10.1108/idd-05-2017-0045.

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Purpose The purpose of this study is to detect these reviews’ complex emotions, visualize and analyze them. Movie reviewers’ moviescores and reviews can be analyzed with respect to their emotion content, aggregated and projected onto a movie, resulting in an emotion map for a movie. It is then possible for a moviegoer to choose a movie, not only on the basis of movie scores and reviews, but also on the basis of aggregated emotional outcome of a movie as reflected by its emotion map displaying certain emotion map patterns desirable for the moviegoer. Design/methodology/approach The authors use the hourglass of emotion model to find the emotional scores of words of a review, then they use singular value decomposition to reduce the data dimension into singular scores. Once, they have the emotional scores of reviews, the authors cluster them by using k-means algorithm to find similar emotional levels of movies. Finally, the authors use heat maps to visualize four dimensions in a figure. Findings The authors are able to find the emotional levels of movie reviews, represent them in single scores and visualize them. The authors look the similarities and dissimilarities of movies based on their genre, ranking and emotional statuses. They also find the closest emotion levels of movies to a given movie. Originality/value The authors detect complex emotions from the text and simply visualize them.
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Čatipović-Veselica, Katija, Vjekoslav Amidžić, Dinko Burić, Vesna Ilakovac, Damir Kozmar, Josip Durijanček, Sanda Škrinjarić-Cincar, Branimir Čatipović, Nihada Mujić, and Ante Lauc. "Type A/B Behavior and Eight Basic Emotions in 1084 Employees." Psychological Reports 76, no. 3 (June 1995): 1019–24. http://dx.doi.org/10.2466/pr0.1995.76.3.1019.

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We examined the prevalence of Type A/B behavior and Emotion Profiles in 1084 employees. This report focused on the relationship between Type A behavior and eight basic emotion dimensions. Of the 1084 subjects 710 (65%) scored as Type A and 374 (34.5%) as Type B. The mean Bortner scores for all subjects were 182.8 ( SD = 33.7), scores on emotional dimensions for Incorporation and Reproduction were high, and intensities for Ejection and Destruction were low; mean scores on other emotions were normal. Significant differences between Type A and Type B scores were found on six emotional dimensions. Subjects classified as Type A had ratings lower on trustful, controlled, and timid and higher on aggressive, distrustful, and uncontrolled than did persons classified as Type B. There were no differences between Type A and Type B scores on the emotion dimensions of Reproduction and Deprivation. Our data suggest multiple emotional components may comprise the Type A behavior pattern. This is important for behavioral counseling programs and early preventive efforts which could be aimed at reducing the intensity of Type A behaviors.
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Khanam, Najnin, Trilochan Sahu, E. V. Rao, and Abhay M. Gaidhane. "A study on various dimensions of emotional intelligence among doctors." International Journal Of Community Medicine And Public Health 5, no. 1 (December 23, 2017): 390. http://dx.doi.org/10.18203/2394-6040.ijcmph20175819.

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Background: Emotional intelligence (EI) involves a combination of competencies which allow a person to be aware of, to understand the emotions of others and to use this knowledge to foster their and others success.Methods: Academic staffs teaching in private medical colleges were included. Questionnaire was sent to the doctors through online Google form to their Gmail ID. Schutte self report emotional intelligence test (SSEIT) scale was used and the questions were valued based on the Likert scale of five values. Selected socio-demographic profile of the participants and the seven dimensions of EI were studied. Descriptive statistics applied and means of various dimensions were compared. Scoring was done to find out good, average and poor EI.Results: EI of associate professor and professors was better than other two groups (junior resident/post graduate students and senior resident/assistant professor) with respect to dimensions like appraisal of emotional regulation of the self (ERS), appraisal of emotional regulation of others (ERO) and appraisal of uncategorized (UR).Conclusions: It was observed that academic staffs who were teaching in medical profession had overall average level of EI except good EI in the dimension like appraisal of emotions in the self (AES).
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Badenhorst, Anobé, and Dawie Smith. "Misconceptions about emotional intelligence: Deploying emotional intelligence in one’s life dimensions." SA Journal of Human Resource Management 7, no. 1 (July 14, 2007): 1–10. http://dx.doi.org/10.4102/sajhrm.v5i3.146.

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Emotional intelligence (EI) has become a buzz-word over the past ten years, yet misconceptions with regard to the concept abound. This leads to confusion among the general public, the scientific community, as well as to unfounded claims being made as to what the development of EI can accomplish in a person’s life. In this article the aim is to clarify the concept EI by making a sharper demarcation between the Emotional Life Dimension and the other life dimensions. Based on this clarification, the conceptualisation of EI in the literature is reviewed in more depth.
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ZORBA, Ercan, Adem PALA, and Ali Gurel GOKSEL. "Examining the Relation between Emotional Intelligence and Happiness Status of Wellness Trainers." Journal of Education and Learning 5, no. 3 (May 30, 2016): 159. http://dx.doi.org/10.5539/jel.v5n3p159.

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<p>The purpose of this study is examining the relation between the emotional intelligence and happiness of the wellness coaches. 390 wellness coaches 282 of whom were women and 108 of whom were men participated voluntarily in the study. The participants were actively working as wellness coaches. The Emotional Intelligence Scale (EIS) whose Turkish adaptation was realized by Aslan; and the Oxford Happiness Scale, which was developed by Hills and Argyle whose adaptation into Turkish was realized by Dogan and Sapmaz were used as the data collection tools. The descriptive statistical methods, the t-test, One-Way Variance Analysis (ANOVA), regression analysis and Pearson Correlation tests were used for the analysis of the data. At the end of the study it was determined that there was no statistically significant differences between the happiness and emotional intelligence points of Wellness Coaches for Oxford Happiness Scale when these points were compared according to the genders (p&gt;0,05); and significant difference was determined in benefiting from emotions and optimism, which are the sub-dimensions of emotional intelligence scale (p&lt;0,05); no statistically significant differences were found in the sub-dimension of the expression of emotions (p&gt;0,05). It is observed that there is a positive relation at 0,383 level between the Oxford Happiness Scale and the Emotional Intelligence Scale. When the regression analysis results are examined, it is observed that the Emotional Intelligence Sub-dimensions explain the happiness at the medium level. The most explanatory one among the sub-dimensions is the optimism sub-dimension.</p>
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Dissertations / Theses on the topic "Emotional dimensions"

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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.

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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Ulusoy, Cisil, and Ajda Alev. "Leading smoothly: hidden dimensions of leadership." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12598.

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This research aims to understand, describe and analyze the hidden dimensions of leadership that can nourish leader-follower relationships. Additionally, by analyzing empirical illustrations combined with the theories presented in the literature, we have developed a framework for leading smoothly, which can provide insights into the leadership activities that leaders and executives can benefit from. Our findings on leading smoothly emerged during our analysis and interpretation of two case studies and our literature review, and led us to concentrate on emotional and communicational dimensions of leadership. Concerning crisis and turbulent times as one of the most challenging situations for performing leadership activities, we present two case studies related to leadership approaches during crises. One of the case studies is about the leadership of BP‟s former CEO Tony Hayward during the oil spill crisis in the Gulf of Mexico in 2010, and the second case is about the leadership of the former CEO of Johnson & Johnson during the Tylenol crisis in 1982. While analyzing the cases, the emotional and communicational approaches of leaders are examined. Furthermore, these case studies facilitate the identification of the aspects that smooth leadership activities and their impacts on the leader follower relationships. Consequently, the study discusses the emotional and communicational dimensions of leadership and presents the framework for leading smoothly as a different perspective for embellishing the interaction between the leader and the follower, which can provide an understanding of the subtle ways of leading.
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Loeb, Carina. "Self-efficacy at work : Social, emotional, and cognitive dimensions." Doctoral thesis, Mälardalens högskola, Hälsa och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33083.

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Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the workplace by investigating social, emotional, and cognitive self-efficacy dimensions in relation to leadership, health, and well-being.   The thesis rests on four empirical studies, all related to health and well-being, and including at least one self-efficacy dimension. Study I employed questionnaire data from 169 Swedish high school students. The other three studies were based on questionnaire data obtained during a three-year international health-promoting leadership research project. These participants were employees and leaders from 229 different teams in 12 organizations in Sweden and Germany representing a wide range of occupations. Study I supported the idea that emotional self-efficacy is an important antecedent to prosocial behaviour and also highlighted the value of differentiating between different dimensions of self-efficacy. Study II validated the new work-related Occupational Social and Emotional Self-efficacy Scales; and indicated that these dimensions are positively related to well-being. However, Study III showed that emotional exhaustion in followers crossed over to leaders when the leaders’ emotional self-efficacy was high. Study IV revealed that transformational leadership and social self-efficacy can be positive for team climate. The main theoretical contribution of this thesis is to expand previous theory regarding self-efficacy in the workplace by incorporating social, emotional, and cognitive dimensions. The main practical implication is that the new Occupational Social and Emotional Self-efficacy Scales can be used to promote health and well-being in the workplace through activities such as recruitment, staff development, and team-building. This thesis suggests that (a) training managers to exert transformational leadership behaviours may simultaneously promote team climate, and this process may be mediated by social self-efficacy, (b) it may be counterproductive to enhance leaders’ emotional abilities in a team of exhausted followers, since the result can be an exhausted leader rather than an exhilarated team, (c) interventions aimed at improving health and well-being should be specific to each work setting, and (d) a more holistic approach where the mutual influence between leaders and followers is considered may be beneficial for healthier work environments.
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Doostgharin, Taghi. "The emotional dimensions of lone parenthood (an exploratory study)." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361167.

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Spear, Lorna L. "Mentoring the emotional dimensions of leadership : the perceptions of interns /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7785.

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Jarzabkowski, Lucy M., and n/a. "The primary school as an emotional arena : a case study in collegial relationships." University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.

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The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.
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Fournier, Marc Alan. "Agency and communion as fundamental dimensions of social adaptation and emotional adjustment." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38485.

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It has been argued that agency and communion define the fundamental dimensions of human existence. Agency represents strivings for expansion and elevation that surface as efforts to pursue social dominance. Communion represents strivings for contact and congregation that surface as efforts to preserve social bonds. From an evolutionary perspective, agency and communion define the problems of group living to which our ancestors were historically required to adapt. From a dyadic-interactional perspective, agency and communion organize the domain of behavior that individuals in contemporary societies are presently able to demonstrate. The purpose of this research was to explore the agentic and communal dimensions underlying social adaptation and emotional adjustment; this objective was pursued through the use of event-contingent recording procedures that require respondents to report upon their behavior in significant social interactions over extended time intervals. I first propose that emotional adjustment is optimized through mitigation processes that balance the expression of agency and communion in everyday behavior. Findings indicated that a balance within agency and within communion---achieved through moderate levels of agentic and communal expression---predicted optimal emotional adjustment. I then propose that the dark aspects of agency and communion---the human propensities to quarrel and submit---are equally relevant to social adaptation. In this regard, I argue that these propensities represent social rank strategies through which individuals grapple with and defend themselves against feelings of threat and inferiority. Consistent with an evolutionary perspective upon social competition, individuals tended to quarrel when threatened by subordinates and to submit when threatened by superiors. Consistent with an evolutionary perspective upon defeat and depression, individuals who typically felt more inferior tended to quarrel more frequently with subordina
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Yao-Juntunen, L. (Lusi). "A job filled with emotions:a narrative study on the emotional dimensions and related emotional intelligence in class teachers’ work." Master's thesis, University of Oulu, 2019. http://urn.fi/URN:NBN:fi:oulu-201901121050.

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This master’s thesis attempts to empirically examine the connection between emotional intelligence and the teaching profession.  There  has  been  a growing  amount of quantitative or mixed methods research demonstrating the solid interrelation between teachers’ emotional intelligence and teaching profession. However, the concern of teachers’ emotional intelligence and its corresponding actions requires more empirical researches. Thus, the focus of this narrative research  lies  on finding out how three  Finnish  class teachers  describe  the role of emotions  and the emotional experiences  in  their work. Teachers’ stories are analyzed from the perspective of emotional intelligence. The theoretical framework of this thesis is based on Goleman’s theory of emotional intelligence, and the justification of applying Goleman’s theory is  made  along  with other influential  theory constructs.  Furthermore, this thesis  aims to explore how the emotional dimensions in teachers’ work can  be seen in light of  emotional intelligence particularly in terms of Goleman’s EI construct. Methodologically, this master’s thesis applies the principles of narrative inquiry. The data has been collected by interviewing three class teachers  with varied teaching experiences. The  teachers  also work  in different classroom contexts  –  a regular Finnish mainstream classroom, an  international  school  classroom and a preparatory classroom.  This master’s thesis applies the holistic-content reading  approach in  data analysis process; each interview is analyzed individually. By using this method, the analysis results  provide a  two-dimensional finding  for each interview. The first dimension offers an overview or general impression of each teacher’s emotional  experience related to work. The  second-dimension  reveals more specific themes related to emotional  dimensions in teachers’ work from the perspective of emotional intelligence. The findings of the thesis suggest  that  the  class teachers  describe  the  emotional dimensions  in  their work in a similar way,  although emphasizing  different  emotional  aspects. These teachers display  their  acknowledgement of  the critical role of emotions  through their living experience and reflections. They  recognize  the  urge  for teachers to acquire  the set of substantial skills  which are embedded  in  Goleman’s  emotional intelligence  theory: self-awareness, self-regulation, empathy, motivation and social skills.  Furthermore, the findings of this empirical thesis reveal that teachers’ working environment is an emotional place. The teaching job is argued to be an emotional  labor which is far  beyond  simply delivering a lesson. Related to the importance of emotions in teachers’ work, teacher wellbeing as  another  major theme emerges from the findings. Therefore, this  master’s thesis  aims  to  raise awareness of the significance of emotions in teachers’ work and shred lights on both pre-service and in-service teachers’ need of developing  emotional intelligence as teaching proficiency. Nevertheless, promoting  teacher  wellbeing in the profession  should also be essential and prevalent.
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Mojaki, Lerato Pamela. "Emotion meaning and emotion episodes in the Setswana language group in the North West Province / L.P. Mojaki." Thesis, North-West University, 2011. http://hdl.handle.net/10394/5553.

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Emotions are the very heart of people's experiences. Moreover, emotions determine people's focus because they influences people's interests and define dimensions of people's worlds across cultures. However, past research on emotions has argued about the meaning of basic emotions being relative or universal cross cultures. It seems as if researchers are avoiding the issues regarding the meaning of negative and positive emotions and how these emotions are expressed within a cross–cultural context. One of the biggest concerns is that if the descriptions of people's positive and negative emotions are not understood, it becomes difficult for people from different cultural backgrounds to maintain healthy relationships and relate their emotions with one another. Apart from the lack of research regarding the meaning of emotions across cultures, emotion and emotion experiences in the extrinsic and intrinsic level to the employee, especially within the cross cultural context, is also an under researched topic in South African organisations. The reason for this is that organisations view emotions as a complicated subject to understand and tend to focus more on maintaining positive emotions at work rather than creating a stable emotional climate in an organisation for employees. The lack of creating a stable emotional climate within an organisation and addressing adverse discrete emotions and emotional experiences could have harmful effects on employees' mental health and physical well–being. Furthermore, the absence of measuring instruments to investigate the emotions and emotional experiences of employees may result into experiencing painful personal incidents, lack of pride in one's accomplishments, lack of engagement and commitment, negative behaviour and attitudes, and intentions to quit. These experiences might trigger any negative emotions such as anger, hate, irritation, disappointment, despair and frustrations. The above problem statement gave a reason to investigate whether the meaning of emotions differs across cultures or is the same cross culturally, to identify the meaning structure of emotions and to identify the emotions and emotion experience of the employees within the work environment's extrinsic and intrinsic level experience to the individual. Therefore, the Componential Emotions Theory was a relevant theory to determine the meaning of emotions within the Tswana speaking group. The theory of determining emotions and emotion episodes by the Affective Events Theory was followed as a way of determining emotions and emotion experiences comprehensively in the Setswana speaking language group. The Componential Emotion Theory was adapted to provide a clarification of how people across cultures describe their emotion terms. According to the Componential Emotion Theory, emotion terms across cultures can be described through cognitive appraisal, subjective feelings, facial expressions, verbal expressions, gesture, bodily sensations, action tendencies and emotion regulation. Regarding the Affective Events Theory (AET), the theory suggests that emotion episodes at work can cause or be generated by either positive or negative emotions at work. The theory represents an understanding of how employees emotionally respond to certain emotion episodes that occur in various organisational settings. The following research objectives were formulated based on the above–mentioned description of the research problem. The research objectives were addressed into two research articles where study 1 (the meaning of emotion) was the first research article and study 2 (studying the emotion episodes and associated emotions) was the second research article. The objectives of study 1 were to determine the meaning of emotions as conceptualised in a literature review with specific reference to emotion dimensions; to determine how emotions and culture are conceptualised in a literature review with specific reference to the Setswana language group; to describe the Componential Emotion Theory in the literature as an approach to study the meaning of emotion in cultural contexts; to determine if the 24 emotion terms as measured by the Grid instrument, will refer to all components by revealing the meaning of an emotion structure in Setswana; to determine if the Meaning Grid will display acceptable alpha coefficients when compared with internationally studies having a value of 0, 80 and higher; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the evaluation–pleasantness dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the potency–control dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the activation–arousal dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the unpredictability dimension; and to draw conclusions and suggest future research about the meaning of emotion in the Setswana language group. In this part of the study, the sample consisted of (N=122) and was taken from a higher education institution in the North–West Province. A Setswana translated version of the shortened form of the Meaning Grid instrument was administered. Four pilot studies were conducted (Meaning Grid) which consisted of (N=28) and the data gathering was held in a higher education institution in the North West Province. After all four pilot studies had been conducted, the shortened form of the GRID (Translated in Setswana) was then administered using the paper and pencil method (61 emotion features). Furthermore, by utilising the SPSS program, Principal Component Analysis (PCA) was executed to determine the number of factors and indicate the emotion dimensions present in the Setswana language group. In terms of inter–rater reliability, the cronbach–alpha for each respondent was calculated on their rating of emotion terms. A cut–off point for each item – total correlations of at least 0,20 – was used for inclusion for the final determination of reliability. In essence, it means that unreliable raters were dropped in order to keep the reliability high. The Componential Emotion Theory of Scherer (1987) was applied and indicated a four–factor model that should first be extracted namely: evaluation–pleasantness, activation–arousal, potency–control and unpredictability. However, examination of a three and four factorial extraction was not interpretable. The two emotion words, namely sadness and shame, were eliminated because they were outliers in the rotations done. Further inspection of the Scree–plot indicated that a two factor solution should be extracted. A principal component analysis (PCA) (done on the mean corrected scores) were therefore computed for two factors after a varimax rotation - which was interpretable as Evaluation–pleasantness and potency–control dimensions. The results and the interpretation of the two components (dimensions) are based on their relationship with the 61 emotion features. A further analysis was done to determine the component loadings of the 24 Grid emotion term on each factor. This gave an indication of the position of the emotion terms on the specific factors (evaluation–pleasantness and potencycontrol dimensions). Furthermore, the positions of each emotion term in relation with other emotions were graphically represented in a scatter plot. The objectives of study 2 were to conceptualise emotions at work as from a literature research; To determine the relevance of discrete emotions, emotion episodes and the use of the Affective Events Theory for the work context as presented in the research literature; to determine emotion episodes that are experienced in the workplace by Setswana employees; to determine emotion episodes and associated emotions reported on an extrinsic level of Setswana speaking working adults; to determine emotion episodes and associated emotions reported on an intrinsic level of Setswana speaking working adults; and to draw conclusions and make suggestions for future research about the emotion episodes and related emotions of Setswana employees. Within this part of the study a non–probability availability sample (N= 120) was taken from the mining industry, tourism industry, and community services including the government, manufacturing, agriculture, construction and the infrastructure industry. A pilot study was utilised as a prerequisite for the successful execution, and completion of this research study allowed the researcher to acquire thorough background knowledge about specific problems that the researcher intended to investigate. Thereafter, the Tswana employees understood the questions and could report without effort on emotion episodes at work that they experienced. Data collection was done through the Episode Grid, and two questions on emotion episodes were used for collecting emotion episodes in Setswana namely: the participants had to report their most intense emotion episode that they have experienced within their workplace in detail, for example, what happened? How did the episode begin? How did it evolve? How did it end? Secondly, the participants were asked to describe the three most important emotions or feelings that were experienced in the particular event. The described episodes were then categorised into different categories on intrinsic and extrinsic level experienced to the individual. Furthermore, the specific episodes were divided into two types of category levels namely extrinsic emotion episodes and intrinsic emotion episodes. The categories that were found on the extrinsic level concerning emotion episodes at work were acts of management, acts of colleagues, company procedure/company policy, acts of customers, work procedure, external environment and acts of subordinates. Concerning the intrinsic level about emotion episodes at work, the categories that were found included task problems/making mistakes, personal incidents, goal achievement, receiving recognition, physical incidents, discrimination, workload and lack of control. The emotions that were experienced on the extrinsic level comprised emotion terms such as anger, disappointment, anxiety, hurt, irritation, disgust, annoyance, fear, sadness, despair, worry, frustration, embarrassment, shame, hate, stress and anxiety. Regarding the emotions experienced on the intrinsic level, the emotion terms that were described included anger, disappointment, anxiety, hurt irritation, fear, sadness, despair, frustration, hate, pride, stress, compassion, guilt and happiness. Recommendations for the organisation and future research were made.
Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2011.
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Cila, Nazli. "The Dimensions Of Users&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609288/index.pdf.

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User experience (UX) is a multi-dimensional user-product interaction involving positive and emotional usage. Fun experience is a component of UX which maintains distinctive dimensions. In this study these dimensions of the fun concept, namely the nature of the experience, the qualities of products that take place in the experience, and the emotional content of the fun experiences are investigated. The thesis is supported by arguments collected from the literature and the data from two empirical studies.
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Books on the topic "Emotional dimensions"

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Schneider, Ryan. The public intellectualism of Ralph Waldo Emerson and W.E.B. Du Bois: Emotional dimensions of race and reform. New York, NY: Palgrave Macmillan, 2010.

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Schneider, Ryan. The public intellectualism of Ralph Waldo Emerson and W.E.B. Du Bois: Emotional dimensions of race and reform. New York: Palgrave Macmillan, 2010.

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The public intellectualism of Ralph Waldo Emerson and W.E.B. Du Bois: Emotional dimensions of race and reform. New York: Palgrave Macmillan, 2010.

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Illeris, Knud. The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. Frederiksberg: Roskilde University Press, 2002.

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Ziethen, Sanne, and Nina Peter, eds. Währung - Krise - Emotion. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839455043.

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Die vielfältigen Äußerungsformen der jüngsten Wirtschaftskrisen und die derzeitigen Herausforderungen in Europa machen die Notwendigkeit deutlich, die nach wie vor als rational geltende Ökonomie auf ihre parallel ausgebildete »stark spezialisierte emotionale Kultur« (Eva Illouz) hin zu untersuchen. Diese äußert sich vor allem in Krisendiskursen in Politik, Presse, Wirtschaft oder Literatur, in denen Emotionen besonders deutlich als kollektive »Form der Geisteshaltung bzw. der Einstellung zur Welt« (Richard Wollheim) sichtbar werden. Die Beiträger*innen des Bandes gehen den emotionalen Dimensionen dieser Krisendiskurse in Vergangenheit und Gegenwart aus den Perspektiven von Soziologie, Ökonomik, Kultur-, Geschichts- und Literaturwissenschaft nach.
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The three dimensions of stuttering: Neurology, behavior, and emotion. Austin, Tex: PRO-ED, 1991.

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The three dimensions of stuttering: Neurology, behavior, and emotion. 2nd ed. London: Whurr Publishers Ltd, 1999.

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Hofmann, Stefan G., and Stacey N. Doan. The social foundations of emotion: Developmental, cultural, and clinical dimensions. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000098-000.

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Kirlidog, Melih. The emotional dimension of organizational behaviour: A comparison of Turkish and Australian organisations. Manchester: Manchester Metropolitan University, Faculty of Management and Business, 1999.

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Kirlidog, Melih. The emotional dimension of organizational behaviour: A comparison of Turkish and Australian organisations. Manchester: Manchester Metropolitan University, Faculty of Management and Business, 2000.

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Book chapters on the topic "Emotional dimensions"

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Leahy, Robert L. "Fourteen dimensions of emotional schemas." In Emotional Schema Therapy, 31–38. Abingdon, Oxon ; New York, NY : Routledge, 2018. I Includes bibliographical references and index.: Routledge, 2018. http://dx.doi.org/10.4324/9780203711095-7.

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Goodwin, Jeff, James M. Jasper, and Francesca Polletta. "Emotional Dimensions of Social Movements." In The Blackwell Companion to Social Movements, 413–32. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470999103.ch18.

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Lynch, Timothy. "Mental Health: Social and Emotional Dimensions." In Physical Education and Wellbeing, 153–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22266-6_12.

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Rosiek, Jerry, and Ronald A. Beghetto. "Emotional Scaffolding: The Emotional and Imaginative Dimensions of Teaching and Learning." In Advances in Teacher Emotion Research, 175–94. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0564-2_9.

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Caldwell, Sheri, and Linda Gravett. "Enhancing Key Dimensions of Your Emotional Intelligence." In Using Your Emotional Intelligence to Develop Others, 101–8. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1007/978-0-230-10131-9_10.

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Hofmann, Stefan G., and Stacey N. Doan. "Social-emotional aspects of mental disorders." In The social foundations of emotion: Developmental, cultural, and clinical dimensions., 149–69. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000098-009.

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Pinkney, Sharon. "The Emotional and Sensory Dimensions of Child Welfare." In New Directions in Children’s Welfare, 83–111. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54539-8_4.

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Bitzker, Katharina. "Loving Nature: The Emotional Dimensions of Ecological Peacebuilding." In Addressing Global Environmental Challenges from a Peace Ecology Perspective, 77–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30990-3_4.

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Abels, Simone. "Implementing Inquiry-Based Science Education to Foster Emotional Engagement of Special-Needs Students." In Affective Dimensions in Chemistry Education, 107–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45085-7_6.

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Sahai, Seema, Richa Goel, and Mahima Punni. "Behavioral and Emotional Dimensions of Sexual Harassment at Workplace." In Emotion and Information Processing, 79–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48849-9_6.

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Conference papers on the topic "Emotional dimensions"

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Lu, Weihua, and Jean-François Petiot. "Toward an Affective Design of Products." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82486.

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The measurement and understanding of user emotions elicited by product appearance are critical elements of the product development process and have been interesting design challenges for many years. This paper proposes an original emotion measurement method, called Auditory Parameter Method. It is a non-verbal technique, which uses sounds and association tests for evaluating a set of products (given by their pictures). It provides an assessment of these products according to a series of emotional dimensions. We present a methodological framework to build the links between user’s emotional responses and geometrical features of product, by using a glasses frame 3D model as application case. Analysis of Variance techniques are employed to examine how various shape factors influence users’ emotional responses to 3D model. To demonstrate the effectiveness of our protocol, we compare the proposed method with the conventional Semantic Differential using Principal Component Analysis and Generalized Procrustes Analysis. The new protocol demonstrates interesting qualities to collect the intuitive emotions of user.
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Favaretto, Rodolfo Migon, and Soraia Raupp Musse. "Emotion, Personality and Cultural Aspects in Crowds: towards a Geometrical Mind." In XXXII Conference on Graphics, Patterns and Images. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sibgrapi.est.2019.8308.

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In this work we proposed a computational model to extract pedestrian characteristics from video sequences. The proposed model considers a series of characteristics of the pedestrians and the crowd, such as number and size of groups, distances, speeds, among others, and performs the mapping of these characteristics in personalities, emotions and cultural aspects, considering the Cultural Dimensions of Hofstede (HCD), the Big-Five Personality Model (OCEAN) and the OCC Emotional Model. The main hypothesis is that there is a relationship between so-called intrinsic human variables (such as emotion) and the way people behave in space and time. As one of the main contributions, four large dimensions of geometric characteristics (Big4GD) were proposed: I - Physical, II - Personal and Emotional, III - Social and IV - Cultural, which seek to describe the behavior of pedestrians and groups in the crowd. The GeoMind tool was developed for the purpose of detecting the four geometric dimensions from video sequences. In addition, several analyzes were carried out with the purpose of validating the proposed model, from comparing results with the literature, including the comparison of spontaneous multitudes from several countries and controlled experiments involving Fundamental Diagrams.
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Quan, Changqin, Dongyu Wan, Bin Zhang, and Fuji Ren. "Reduce the dimensions of emotional features by principal component analysis for speech emotion recognition." In 2013 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2013. http://dx.doi.org/10.1109/sii.2013.6776653.

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Munoz, David A., and Conrad S. Tucker. "Assessing Students’ Emotional States: An Approach to Identify Lectures That Provide an Enhanced Learning Experience." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34782.

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The learning process is affected by various elements in the classroom. An enhanced learning experience can maximize students’ positive emotional states, and therefore, students’ learning achievements. Thus, identifying lectures that provide a superior learning experience is critical to improving students’ attention during classroom activities. In this paper, the authors propose a methodology that quantifies students’ emotional states in order to identify lectures that provide enhanced learning experiences. An attitudinal survey considering relevant emotional states in a classroom setting such as engagement, delight, interest, boredom, frustration, and confusion was used to evaluate students’ emotions and their intensities. Correlation analysis indicated that positive and negative emotions were strongly positively correlated (r > 0.6) and moderately positively correlated (r > 0.4) among them respectively. Confusion was found to be the emotional state with lowest correlation coefficients. On the other hand, engagement and boredom were strongly negatively related with a correlation coefficient of −0.74. Additionally, perceived teaching style was at least moderately correlated to each one of the students’ emotional states. Unexpectedly, perceived teaching style was not correlated to perceived difficulty of the lecture (r = −0.01). Finally, the authors demonstrated that the use of Value Path Graph (VPG) is useful to identify lectures that provide an enhanced learning experience on various dimensions.
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Figueiredo, Anabela. "Emotional Dimensions Of Eating Behavior And Quality Of Life In Adolescents/Youth." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.17.

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Liu, Pei, and Wan Fen Guo. "Developing and Measuring Sub-Dimensions of Cognitive and Emotional Trust in Supervisor." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006019600880093.

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Elbarougy, Reda, Han Xiao, Masato Akagi, and Junfeng Li. "Toward relaying an affective Speech-to-Speech translator: Cross-language perception of emotional state represented by emotion dimensions." In 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051419.

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Asutay, Erkin, Daniel Västfjäll, Ana Tajadura-Jimenez, Anders Genell, Penny Bergman, and Mendel Kleiner. "Emoacoustics: a study of the physical and psychological dimensions of emotional sound design." In 3rd International Workshop on Perceptual Quality of Systems (PQS 2010). ISCA: ISCA, 2010. http://dx.doi.org/10.21437/pqs.2010-5.

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Simion, Anca. "Digital Technology Dimensions From the Perspective of Socio-Emotional Development at School Children." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.34.

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"Relationship between Affective Dimensions and Physiological Responses Induced by Emotional Stimuli - Base on Affective Dimensions: Arousal, Valence, Intensity and Approach." In International Conference on Physiological Computing Systems. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004728302540259.

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Reports on the topic "Emotional dimensions"

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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.

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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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