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1
Zobal, Cheryl. "Employee Engagement: The Impact of Spiritual, Mental, Emotional and Physical Elements on the Relationship Between Employee Engagement and Behavioral Outcomes." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799489/.
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Data were collected by an external company for a healthcare service firm interested in learning the job-related attitudes of their employees. Thus, archival data from 1,287 employees were collected for a different purpose. The survey consisted of 117 questions covering a broad range of constructs. Consequently, the items were used to derive effective measures of employee engagement and behavioral outcomes, as well as the emotional, mental, spiritual and physical dimensions. Exploratory and confirmatory factor analysis procedures were used to create scales reflecting these four factors. Interestingly, six scales emerged, logically linking to and further specifying the initial dimensions. These were Organizational Linkage, Manager Relationship, Job Fit, Job Clarity, Work Pressure, and Meaningful Work. To test the hypotheses, six separate regression equations were calculated, which statistically supported modification by each of the dimensions. However, statistical significance of the interactions resulted from having a large sample, given the actual association was too small to be meaningful (e.g., a contribution of 0.6% of the variance). As each of the dimensions had a main effect on the behavioral measure during hypothesis testing, exploratory regression equations were calculated to further understand the interrelationships. Of most interest was finding that in the presence of Engagement, the main effects of only Organizational Linkage and Job Fit reached significance. However, when Engagement was not included, four of the six dimensions made a significant contribution to Behavioral Outcomes. Overall, there was support for previous conceptualizations. From the scientist-practitioner perspective, the six factors identified in this study may be more useful than the four initially proposed. The distinctions give practitioners additional information to use in interventions to improve employee behavior and retention.
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Tsai, Yi-Shan. "Young British readers' engagement with manga." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/252712.
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This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.
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Villalobos, Hitos Yéssica Montsserrat. "Shedding Light on Droughts: Light in Art Installations as an Awareness Tool." Thesis, KTH, Ljusdesign, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280084.
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The master thesis studies the value of light art installations as a tool to raise awareness, communicate messages,inspire people and create social engagement to take action and deal with important issues. Additionally, it researchesthe lighting characteristics that have to be considered in order to create a high emotional response. Three case studieson light art installations tackling environmental issues were selected to understand the tools that makes themsuccessful. The final result of the thesis is the design proposal for a site specific light art installation to raise awarenesson droughts and its effects - following the CLUE competition 2019 guidelines - and create social engagement to fightthis major crisis. Specifically, the installation uses daylight in combination with shadows and reflections, in order toachieve the purpose of the installation. In the interest of creating a strong emotional response from the visitors,brightness, color, dynamics, contrast and direction of the perceived light were used to change the visitor’s perception ofthe space. The thesis concludes with the discussion of the evaluation of the installation to prove how effective thedesign is to achieve its purpose on raising awareness on droughts and the presence of the 7 light characteristics inorder to create an emotional response from the visitors.
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Manwaring, Kristine C. "Emotional and Cognitive Engagement in Higher Education Classrooms." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6636.
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This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in post-secondary classrooms. I find that this topic has been scantily researched in the past 16 years and conclude that the relationship between emotional and cognitive engagement is cyclical, rather than linear, and is influenced by student control appraisals, value appraisals, achievement goals, and the classroom environment. The second article investigates the longitudinal relationship between emotional and cognitive engagement in university blended learning courses across 2 institutions, with 68 students. Using intensive longitudinal data collection and structural equation modeling, I find that course design and student perception variables have a greater influence on engagement than individual student characteristics and that student multitasking has a strong negative influence on engagement. Students' perceptions of the importance of the activity has a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement is the students' perceptions that they were learning and improving. While emotional and cognitive engagement are highly correlated, the results do not indicate that emotional engagement leads to higher levels of cognitive engagement.
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Waldron, Kimberly D. "The Influence of Leadership Emotional Intelligence on Employee Engagement." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608743.
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This study examined the possible relationship between leader emotional intelligence (EI) and employee engagement within a small digital media company. The study identified the level of employee engagement within the organization and the level of emotional intelligence of its leaders using Q12 engagement and Schutte self-report emotional intelligence (SSEIT) surveys respectively. These two constructs were then related to each other using the survey data as well as a focus group of company employees. The findings revealed that while there is no direct correlation within the data obtained form the surveys, employees do understand the effect of leader emotional intelligence in the workplace and do think that it is important for their leaders to have high emotional intelligence. Findings suggested the organization should focus on the development of their leaders. Communication and recognition of employees from leadership were indicated as areas to further improve engagement. Further leadership development could help with these areas and positively impact. Future research could obtain more data using a larger sample group and different surveys to further determine the influence of leaders emotional intelligence on employee engagement.
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Mitchell, Michele Louise. "Emotional Labor and Employee Engagement Within a Pediatric Hospital." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1364.
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High levels of emotional work, staffing shortages, high turnover rates, low workforce engagement levels, and complex healthcare reforms are common problems in healthcare settings. Healthcare leaders are increasingly aware of the vital impact an engaged workforce can have on patient outcomes and an organization's ability to survive despite current challenges in the healthcare setting. It is important for leaders to understand what factors may influence the ability to engage with their organization, such as emotional labor. The purpose of this correlational quantitative study was to test whether emotional labor is related to employee engagement within a large Midwestern pediatric hospital. The theoretical frameworks that helped guide the development of this study were Herzberg's motivation-hygiene theory, Kahn's engagement theory, intergroup emotions theory, and Diefendorff and Richard's model of emotional display rules. Three measures (a demographic questionnaire, the revised Emotional Labour Survey, and the Job Engagement Scale) were used to address the relationship between the variables (the subscales of emotional labor and employee engagement). Data analysis involved simple bivariate correlations and curvilinear regressions. Results indicated that the subscales of faking emotions and hiding feelings negatively correlated with employee engagement. Five of the 6 subscales also had a significant curvilinear relationship with employee engagement. Gender did not play a moderating role in this study. Social change implications and recommendations include the potential for improvements in the need to identify and develop training and self-care strategies necessary for staff to endure the emotional fallout associated with the high emotional demands of their job.
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Freeman, D. T. "On the emotional experience of art." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599211.
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This thesis seeks to explain the nature and significance of the emotional experience we might have when we engage with works of art. Chapter I considers the nature of emotion and what is required of a theory of emotion in order to say something significant about our emotional experience of art. In particular, it considers the sense in which we are both active and passive in relation to our emotional life. Chapter II introduces the idea that it is possible to perceive emotion in the world. It then distinguishes two kinds of perceptual properties and considers the different circumstances in which each can be perceived. Chapter III provides a detailed analysis of three kinds of experience. First, the perceiver might be infected by the very emotion that he perceives, and experience the perceived emotion by feeling it. Secondly, the perceiver’s experience might also involve feeling some other emotion in response to the emotion he perceives, in an experience of communication. Thirdly, rather than having any emotion aroused when he perceives an emotion, the perception might be the occasion for the perceiver comprehending his own – otherwise incomprehensible – emotion in articulation. Chapter IV turns attention to the kind of emotional experience that works of art offer. In art alone we are able to perceive both kinds of emotional properties. So art can offer a particularly dense experience; one that combines infection, communication, and articulation of emotion. In such an experience, the perceived emotion engages with the plenitude of the perceiver’s emotional activity and passivity as identified in Chapter I. Chapter V discusses the value of the plenary experience of emotion that art offers. It argues that we have a need for the emotional engagement offered by the plenary experience, and that art is valuable to us on account of meeting that need.
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Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.
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This exegesis revolves around my research question: Is community participation an appropriate approach to creating public art in regional Queensland? It is informed by my experience of directing public art in regional Queensland over the last two decades. My investigation, which employs a reflective methodology, will attempt to address and answer why and how the process of community consultation and participation is essential to the relevance and longevity of public art projects. In doing so, I will engage with a number of case studies to position, problematise, and resolve issues and concerns that surround certain public art projects developed for and located in regional Queensland communities.
My research also explores and extols a culture of place, and methodology that is informed by the oral history practices of interview and documentation. I consider the differences between ephemeral and permanent works, and acknowledge the significance of rituals, anniversary performance, and events. On completion of my analysis, I will formulate an effective reference chart and propose a redirective process that can be used by artists and community alike to further engage with locals in relation to negotiating public art and community. This will be done with the belief that communities, through their experience of place, can offer knowledge and inspire the artist. The artist in this way can work more positively to produce a public statement reflecting and informing the culture of place, past, present and future.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Clifton, Erin G. "Optimizing Emotional Engagement in Imaginal Exposure for Posttraumatic Stress Disorder." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1462547657.
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Bhansali, Aesha. "Measuring, exploring and enhancing undergraduate students’ emotional engagement with physics." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28465.
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Students’ emotional engagement, which is important for their continued interest in the subject, is under researched. My thesis rests on two pillars; measuring emotions and creating research-based ‘colorful historical stories’ in order to encourage emotional engagement.
I have adapted the Achievement Emotions Questionnaire (AEQ) to measure the emotions of students undertaking first year physics studies. The measured emotions are pride, enjoyment, anger, anxiety, hopelessness, and boredom. I adapted the AEQ to measure emotions in the laboratories (AEQ-PhysicsPrac) and whole courses (AEQ-Physics). I used SPSS software, conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).
‘Colorful historical stories’ were crafted for both the laboratory and the lecture components of the course, with different styles being used. Stories were ‘presented’ without intruding into the content being taught. I demonstrated that the use of the stories influences students’ emotional engagement.
During the study, the effect of the different teaching modes, face-to-face, blended and entirely online delivery modes were investigated. I found that students engaged more positively in face-to-face mode of teaching than in blended and online mode during the pandemic. During the pandemic students’ positive emotions about the course were reduced.
The study shows the utility of the adapted AEQ in physics, where it can be used to differentiate emotion profiles for different factors including introductory story context, different courses and mode of studies. It also shows that colorful stories, containing historical anecdotes, engage students emotionally while stimulating their interest and so can be inserted in students’ learning materials to influence their emotional engagement.
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Ikahihifo, Tarah Brittany. "Self-Determination Theory and Student Emotional Engagement in Higher Education." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7373.
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Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to experience the highest level of motivation, for which engagement has been used as a proxy. In the format of a multiple-article dissertation, I present three articles. The first article reviewed the literature concerning self-determination theory and student engagement in both K-12 and higher education settings. It answered the following research question: What has been found regarding the influence of autonomy, competence, and relatedness on student engagement? The second article built upon findings from the first article and outlined the process to create and validate an instrument to measure autonomy, competence, relatedness with peers, relatedness with professors, and emotional engagement. Data were collected from university students through an online survey (n = 340). Confirmatory factor analysis results showed that survey items performed well and measured the intended constructs. Structural equation modeling was then used to identify the best fitting model for the data collected. Results showed that sense of competence had the largest predicted effect on emotional engagement. The third article employed the validated survey discussed in the second article. It was administered to students in an online higher education program (n = 3092). Confirmatory factor analysis and structural equation modeling were conducted on the sample. Students<'> sense of autonomy was found to have the greatest effect on emotional engagement.
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Mastria, Serena <1986>. "Emotional engagement and brain potentials: repetition in affective picture processing." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6428/4/Mastria_Serena_tesi.pdf.
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The present thesis addresses several experimental questions regarding the nature of the processes underlying the larger centro-parietal Late Positive Potential (LPP) measured during the viewing of emotional(both pleasant and unpleasant) compared to neutral pictures. During a passive viewing condition, this modulatory difference is significantly reduced with picture repetition, but it does not completely habituate even after a massive repetition of the same picture exemplar. In order to investigate the obligatory nature of the affective modulation of the LPP, in Study 1 we introduced a competing task during repetitive exposure of affective pictures. Picture repetition occurred in a passive viewing context or during a categorization task, in which pictures depicting any mean of transportation were presented as targets, and repeated pictures (affectively engaging images) served as distractor stimuli. Results indicated that the impact of repetition on the LPP affective modulation was very similar between the passive and the task contexts, indicating that the affective processing of visual stimuli reflects an obligatory process that occurs despite participants were engaged in a categorization task.
In study 2 we assessed whether the decrease of the LPP affective modulation persists over time, by presenting in day 2 the same set of pictures that were massively repeated in day 1. Results indicated that the reduction of the emotional modulation of the LPP to repeated pictures persisted even after 1-day interval, suggesting a contribution of long-term memory processes on the affective habituation of the LPP. Taken together, the data provide new information regarding the processes underlying the affective modulation of the late positive potential.
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Mastria, Serena <1986>. "Emotional engagement and brain potentials: repetition in affective picture processing." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6428/.
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The present thesis addresses several experimental questions regarding the nature of the processes underlying the larger centro-parietal Late Positive Potential (LPP) measured during the viewing of emotional(both pleasant and unpleasant) compared to neutral pictures. During a passive viewing condition, this modulatory difference is significantly reduced with picture repetition, but it does not completely habituate even after a massive repetition of the same picture exemplar. In order to investigate the obligatory nature of the affective modulation of the LPP, in Study 1 we introduced a competing task during repetitive exposure of affective pictures. Picture repetition occurred in a passive viewing context or during a categorization task, in which pictures depicting any mean of transportation were presented as targets, and repeated pictures (affectively engaging images) served as distractor stimuli. Results indicated that the impact of repetition on the LPP affective modulation was very similar between the passive and the task contexts, indicating that the affective processing of visual stimuli reflects an obligatory process that occurs despite participants were engaged in a categorization task.
In study 2 we assessed whether the decrease of the LPP affective modulation persists over time, by presenting in day 2 the same set of pictures that were massively repeated in day 1. Results indicated that the reduction of the emotional modulation of the LPP to repeated pictures persisted even after 1-day interval, suggesting a contribution of long-term memory processes on the affective habituation of the LPP. Taken together, the data provide new information regarding the processes underlying the affective modulation of the late positive potential.
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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center
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Van, Der Stad Sarah Gratia. "Museums and civic engagement in the Pacific Northwest /." Connect to title online (Scholars' Bank), 2007. http://hdl.handle.net/1794/5354.
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Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.
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How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction.
Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters.
Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art.
The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.
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Hardin, Stacey. "Predictors of School Engagement for Females with Emotional and Behavioral Disabilities." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6288.
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Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females.
To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks—the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created.
During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting.
The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track
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Tohemer, Mohammad. "The Association between Emotional Intelligence and Work Engagement in Frontline Nursing." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807083.
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The purpose of this study was to assess the relationship between emotional intelligence and work engagement in the context of frontline nurses in acute care settings. The relationship between age, gender, years of experience, educational attainment, and specialization was investigated in relation to frontline nurses’ emotional intelligence and work engagement. This quantitative nonexperimental study was conceptualized to bridge a knowledge gap regarding the extent to which emotional intelligence and demographic factors are associated with work engagement in nursing. This study was based on theories concerning emotional intelligence and work engagement constructs. Participants included 142 frontline nurses working in an acute care setting within the United States. All data were gathered quantitatively using an online survey. The survey instrument included a compilation of two measurement scales (the Assessing Emotions Scale [AES] and the Utrecht Work Engagement Scale [UWES]) and a demographic questionnaire. The data analysis procedures included one-way analysis of variance, Spearman’s rho correlations, independent t-tests, and multiple regression analysis. The results of the study revealed that there is no statistically significant correlation between age, gender, years of experience, educational attainment, and specialty with emotional intelligence. Moreover, the findings revealed that there was a statistically significant positive correlation between emotional intelligence and age with work engagement level among frontline nursing. There was no statistically significant correlation found between gender, years of experience, educational attainment, and specialty with work engagement. The study results provide a pathway for researchers to better understand nurse emotional intelligence and work engagement in relation to demographic variables.
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Bivol, Svetlana. "An investigation of glucocorticoid and serotonergic systems in human placenta." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381362.
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Engagement is a multifaceted concept that has been a growing concern for researchers, particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015). In recent years, mathematics education has been seen as boring and dull, and many students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels of engagement among students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). The study reported here was
conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two year 6 classes at a Queensland state primary school. The findings indicated that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. There were, however, hints that emotional engagement was facilitated in the outdoor environment as students enjoyed the novelty of it, being able to ‘move around’, and also working in pairs/groups. Nonetheless, this requires further investigation in future research. What was clear from this study was that there were benefits for student engagement when learning mathematics outdoors and that participating in a variety of learning experiences can be seen as valuable for both students and teachers.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Medical Science
Griffith Health
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Laird, Alexandra. "Engagement and Outdoor Learning in Mathematics." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381366.
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Engagement is a multifaceted concept that has been a growing concern for researchers,
particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015).
In recent years, mathematics education has been seen as boring and dull, and many students
have disengaged from a relatively early age in learning and participating in mathematics
(Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels of
engagement among students can put them at risk of decreased participation and, ultimately,
low levels of academic achievement (Fredrick et al, 2004). The study reported here was
conceptualised using a theoretical framework that included three dimensions of engagement;
emotional, behavioural, and cognitive, and these were used to structure the data collection and
analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34
students from two year 6 classes at a Queensland state primary school. The findings indicated
that the students were engaged in their mathematics learning in the outdoor context. However,
there was no compelling evidence that suggested the outdoor environment was any more
emotionally, behaviourally, or cognitively engaging than the indoor context. There were,
however, hints that emotional engagement was facilitated in the outdoor environment as
students enjoyed the novelty of it, being able to ‘move around’, and also working in
pairs/groups. Nonetheless, this requires further investigation in future research. What was clear
from this study was that there were benefits for student engagement when learning mathematics
outdoors and that participating in a variety of learning experiences can be seen as valuable for
both students and teachers.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Beach, Rhiannon M. "Student Engagement through Art Education in State and Locally Funded Nonprofit Art Organizations." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978037.
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Interviews and observations conducted with four Directors and four Teaching Artists at different nonprofit art organizations in a West Coast city within one of the largest urban areas in the country. Questions were given to further understand how these areas impact one another and why it is important to provide quality art education to the public. The study shows how despite the difference in size of each organization in the study, they all rely on the same things from their funders, and all believe their art programs provide an impact on their community. Research was done to see how Teaching Artists focus on the art education they are providing, whether they are required to perform other tasks, and how this impacts the education programs. The Directors of each organization were asked what more they would like to see from their funders. They all stated that it would benefit their program if the funders understood more about the role of their art programs. This research may benefit funders, other nonprofit art organizations, and Teaching Artists employed by nonprofit art organizations.
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Field, Rhian. "Public engagement with climate change through visual art : an experiential with Art-Science." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/e909d884-dd1d-49b6-9567-96e2e1cd983e.
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Art has a potentially influential part to play in science communication, assisting in the process of making information more accessible and more effective. It supports education, serves as a universal language and can help us imagine and hypothesize. However, beyond the practical application of art as visual illustrator, there is something more mysterious and the possibility of a potential yet un-tapped. Art has a reputation for influencing human emotions and behaviour, although the exact mechanics of this process is presently unknown. An effective collaboration between artists and scientists might depend upon a more prescriptive approach and a meeting of minds towards clear objectives. Artists might be inclined to take up such a challenge but to what degree would scientists share their conviction? This research explores whether art and science can collaborate effectively to influence behaviour in the environment towards climate change adaptation and how this might be approached. As part of an empirical mixed method approach to field research, an experimental test-kit was developed by science-trained practicing artist Rhian Field. Experiments were set up in a selection of locations in Wales during 2014 and 2015, to explore the opportunities for the role of visual art in the face of climate change impacts and the need for adaptation. This field research, underpinned by knowledge from a broad range of disciplines, examines the factors that potentially influence public engagement with visual art within a context of climate change, and considers the opportunity for art-science within climate change adaptation.
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Eriksson, Kajsa G. "Concrete fashion : dress, art, and engagement in public space /." Göteborg : HDK, School of Design and Crafts, Faculty of Fine, Applied and Performing Arts, University of Gothenburg, 2009. http://hdl.handle.net/2077/21545.
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De, Cesarei Andrea <1978>. "Emotional engagement and orienting: the effects of picture size on affective response." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1450/1/de_cesarei_andrea_tesi.pdf.
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For their survival, humans and animals can rely on motivational systems which are specialized in assessing the valence and imminence of dangers and appetitive cues. The Orienting Response (OR) is a fundamental response pattern that an organism executes whenever a novel or significant stimulus is detected, and has been shown to be consistently modulated by the affective value of a stimulus. However, detecting threatening stimuli and appetitive affordances while they are far away compared to when they are within reach constitutes an obvious evolutionary advantage. Building on the linear relationship between stimulus distance and retinal size, the present research was aimed at investigating the extent to which emotional modulation of distinct processes (action preparation, attentional capture, and subjective emotional state) is affected when reducing the retinal size of a picture. Studies 1-3 examined the effects of picture size on emotional response. Subjective feeling of engagement, as well as sympathetic activation, were modulated by picture size, suggesting that action preparation and subjective experience reflect the combined effects of detecting an arousing stimulus and assessing its imminence. On the other hand, physiological responses which are thought to reflect the amount of attentional resources invested in stimulus processing did not vary with picture size. Studies 4-6 were conducted to substantiate and extend the results of studies 1-3. In particular, it was noted that a decrease in picture size is associated with a loss in the low spatial frequencies of a picture, which might confound the interpretation of the results of studies 1-3. Therefore, emotional and neutral images which were either low-pass filtered or reduced in size were presented, and affective responses were measured. Most effects which were observed when manipulating image size were replicated by blurring pictures. However, pictures depicting highly arousing unpleasant contents were associated with a more pronounced decrease in affective modulation when pictures were reduced in size compared to when they were blurred. The present results provide important information for the study of processes involved in picture perception and in the genesis and expression of an emotional response. In particular, the availability of high spatial frequencies might affect the degree of activation of an internal representation of an affectively charged scene, and might modulate subjective emotional state and preparation for action. Moreover, the manipulation of stimulus imminence revealed important effects of stimulus engagement on specific components of the emotional response, and the implications of the present data for some models of emotions have been discussed. In particular, within the framework of a staged model of emotional response, the tactic and strategic role of response preparation and attention allocation to stimuli varying in engaging power has been discussed, considering the adaptive advantages that each might represent in an evolutionary view. Finally, the identification of perceptual parameters that allow affective processing to be carried out has important methodological applications in future studies examining emotional response in basic research or clinical contexts.
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De, Cesarei Andrea <1978>. "Emotional engagement and orienting: the effects of picture size on affective response." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1450/.
Full textAbstract:
For their survival, humans and animals can rely on motivational systems which are specialized in assessing the valence and imminence of dangers and appetitive cues. The Orienting Response (OR) is a fundamental response pattern that an organism executes whenever a novel or significant stimulus is detected, and has been shown to be consistently modulated by the affective value of a stimulus. However, detecting threatening stimuli and appetitive affordances while they are far away compared to when they are within reach constitutes an obvious evolutionary advantage. Building on the linear relationship between stimulus distance and retinal size, the present research was aimed at investigating the extent to which emotional modulation of distinct processes (action preparation, attentional capture, and subjective emotional state) is affected when reducing the retinal size of a picture. Studies 1-3 examined the effects of picture size on emotional response. Subjective feeling of engagement, as well as sympathetic activation, were modulated by picture size, suggesting that action preparation and subjective experience reflect the combined effects of detecting an arousing stimulus and assessing its imminence. On the other hand, physiological responses which are thought to reflect the amount of attentional resources invested in stimulus processing did not vary with picture size. Studies 4-6 were conducted to substantiate and extend the results of studies 1-3. In particular, it was noted that a decrease in picture size is associated with a loss in the low spatial frequencies of a picture, which might confound the interpretation of the results of studies 1-3. Therefore, emotional and neutral images which were either low-pass filtered or reduced in size were presented, and affective responses were measured. Most effects which were observed when manipulating image size were replicated by blurring pictures. However, pictures depicting highly arousing unpleasant contents were associated with a more pronounced decrease in affective modulation when pictures were reduced in size compared to when they were blurred. The present results provide important information for the study of processes involved in picture perception and in the genesis and expression of an emotional response. In particular, the availability of high spatial frequencies might affect the degree of activation of an internal representation of an affectively charged scene, and might modulate subjective emotional state and preparation for action. Moreover, the manipulation of stimulus imminence revealed important effects of stimulus engagement on specific components of the emotional response, and the implications of the present data for some models of emotions have been discussed. In particular, within the framework of a staged model of emotional response, the tactic and strategic role of response preparation and attention allocation to stimuli varying in engaging power has been discussed, considering the adaptive advantages that each might represent in an evolutionary view. Finally, the identification of perceptual parameters that allow affective processing to be carried out has important methodological applications in future studies examining emotional response in basic research or clinical contexts.
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Nichols, Athena Irene. "Examining the Role of Active Student Engagement in High School Arts Courses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/187.
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A primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature--namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school. For this study, active engagement was defined as a process in which the student's interests, efforts, and knowledge culminated in an application of the learning content. Using Csikszentmihalyi's (1990) flow theory, a mixed-methods study was conducted to examine students' experiences with active engagement in arts courses. Data were collected from a survey (50 = x) and phenomenological interviews (8 = x). Quantitative analyses of these data included a paired-sample t test to determine whether there was a significant difference between the average values of students' perceived learning capabilities and expectations for learning in relation to arts courses versus non-arts courses. Content analyses created categories and identified themes that found students felt more engaged, self-confident, and motivated about their learning during arts educational experiences. Contributions to positive social change included increased awareness about how students make meaning of active engagement in arts courses. Such information can help school districts understand more about the importance of providing students with artistic and creative educational experiences.
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Permall, Charne Lee. "Emotional intelligence and work engagement of leaders in a financial services organisation undergoing change." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9569_1320754375.
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Research (Sartain et al., 2006) indicates that engagement demands a more thoughtful way to address the everyday realities of organisational life. The current research endeavours to elucidate the relationship between emotional intelligence and work engagement amongst leaders in a financial service organisation undergoing change.
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Polite, Kimberly D. "Employee Engagement Strategies to Improve Profitability in Retail." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5647.
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Abstract
Retail business leaders can improve profitability when they implement employee engagement strategies. The purpose of this single case study was to explore employee engagement strategies retail leaders use to improve profitability. The population included 6 department leaders in a single retail organization in the southeastern United States. The conceptual framework included Kahn's employee engagement theory. Using Yin's 5-step data analysis process, data from semistructured interviews were transcribed, coded, and analyzed to gain employee engagement strategies that retail leaders use to improve profitability. Four major themes emerged that retail business leaders use to increase profitability: having daily staff interaction, hiring the right people for the job, creating a positive work environment, and having regular one-on-one interaction with every staff member. The implications for positive social change include a more engaged workforce, which could encourage business owners to reinvest profits and offer sustained employment to a workforce, which may contribute to the economic well-being of communities.
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Salton, Bronwen Lauren. "53 stitches : sustainability, ecology and social engagement in contemporary art." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001580.
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Through an exploration of both the sculptural and socially-engaged art practices undertaken in creating my Master of Fine Art exhibition, 53 Stitches, I unpack some of the possibilities pertaining to the practice of sustainability, ecology and social engagement in contemporary art. This thesis explores the history and concepts of sustainable development and what the implications are of the far-reaching global consideration of sustainability for contemporary art production. Looking at the writings of Felix Guattari’s (2000 [1989]) and Suzi Gablik’s (1992) on the effects of the economic model of capitalism on our environmental, social and mental ecologies, I discuss the necessary paradigm shift of the artists’ identity from the ‘individual self’ towards the ‘relational self’, affirming our interdependence upon our social and natural environments. With reference to the writings of Maja and Reuben Fowkes (2008), I explore the principles of sustainability in contemporary art and discuss the notion of ‘sustainability of form’ through insight into dematerialisation, recycling and the prospect of artists now becoming knowledge producers/facilitators. This is supportive of my personal exploration and experimentation with recyclable materials as a creative medium, used as a means of knowledge and skills facilitation in socially-engaged arts practice and the process of art-making as research. I refer to the sculptural and ‘painterly’ constructions of Sofi Zezmer and Mbongeni Buthelezi, respectively, as a means to elucidate a practical contextualisation of my practical work, particularly with regard to the use of plastic as a constructive medium. Looking at the works of Linda Weintraub (2006), Marnie Badham (2010) and Miwon Kwon (2002), I expand on the theoretical discourse pertaining to sociallyengaged art practices, and elucidate the reconfiguration of the role of the artist towards now becoming a cultural service administrator, organiser and knowledge facilitator. With reference to Arjen Wals and Johnson et al., I further discuss the role of education in sustainability and explore the necessary reconciliation between university institutions and the social and environmental context in which they are located, in the form of place-based capacity building and service learning. I explore within this thesis the concepts and processbased research of my own sculptures
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Turečková, Šárka. "Using player's facial emotional expressions as a game input : Effects on narrative engagement." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12883.
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Even self generated facial expression could hypothetically affect emotional engagement in narrative and with it possibly even other aspects of narrative engagement. This thesis evaluates effects of using player's facial emotional expressions as a game decision input in a social situation on narrative engagement and its dimensions. To evaluate this, players' experiences from each of the versions of for this purpose developed game are collected, compared and analysed. The data collection is conducted through Busselle's and Bilandzic's (2009) narrative engagement scale, additional questions, observations and short interview with focus on characters and goals. Effects on narrative engagement couldn't be statistically proven. However, from the analysis was shown, that using player's facial emotional expressions as a game decision input in a social situation could possibly positively affect empathic engagement with characters and enjoyment.
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Mahon, Edward G. "Drivers of Employee Engagement and Teamwork Performance." Case Western Reserve University Doctor of Management / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568731826883024.
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au, J. Fitzgerald@murdoch edu, and John Patrick FitzGerald. "Heterochrony of Ageing of Adult Cerebral Hemispheres and Relationships with Emotion Function, Mood and Social Engagement." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071002.101145.
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A number of studies have suggested that the right cerebral hemisphere declines, functionally, more rapidly, and to a greater degree, than does the left hemisphere, as the human adult ages. Furthermore, research has suggested a possible link between age by gender-related changes in cognitive function and changes in mood and levels of social engagement.
Importantly, a literature search identified that no previous study has employed a divided visual field experimental technique, where emotionally valenced verbal stimuli have been presented, in order to test whether selective impairment of right cerebral hemisphere functioning is associated with normal adult ageing. Nor has any study investigated associations between age, gender, levels of social engagement, mood, and performances in the perception of both emotionally valenced verbal stimuli and facial affect.
The present study investigated whether a selective impairment of right cerebral hemispheric cognitive functioning, in relation to emotion perception, is associated with normal adult ageing. In addition, the present study explored whether any relationships exist between an age-related and/or age by gender-related right cerebral hemispheric cognitive impairment, problems with mood, and deficits in social engagement. Two divided visual field experiments were conducted: one divided visual field experiment employed verbal stimuli, and the other, facial image stimuli. These two experiments attempted to assess changes, with adult ageing, in hemispheric specialisation for the perception of emotion by
tachistoscopically presenting valenced (positive, neutral, or negative) verbal and facial image stimuli, within a divided visual field experimental paradigm. The studies were conducted across two groups (an old group and a young group of subjects), whilst controlling for gender, handedness and verbal ability of subjects. The dependent variables in these two experiments were the subjects' reaction times to the stimuli, accuracy of identification of the emotional valence of the stimuli, and response biases to these stimuli.
The data derived from the verbal divided visual field and facial image divided visual field experiments did not indicate any changes in relation to the laterality of emotion perception as the adult human being ages. Importantly, though, the results from both of the aforementioned experiments revealed that the older group of subjects responded more slowly and less accurately to the emotionally valued stimuli than did the younger group of subjects, suggesting that deficits in emotion perception occur with adult ageing.
In addition, the results suggested age by gender-specific relationships, whereby an overall lowering in cognitive ability for older men was associated with a lowering in ability to accurately perceive the emotional valence of the stimuli. For older women it was found that a lowering in cognitive ability largely mediated by the left cerebral hemisphere was associated with a lowering in ability to accurately perceive the emotional valence of the stimuli, whilst cognitive ability for young persons was not associated with this variable. The data also suggested that for the young women, a heightened level of cognitive ability largely mediated by the left cerebral hemisphere was associated with a lowering in satisfaction with their level of social interaction, whereas a heightened level of cognitive ability largely mediated by the right cerebral hemisphere was associated with a heightened level of mood disturbance.
Gender-specific relationships were also found, whereby for both the older and younger women, a heightened level of mood disturbance was associated with a lowering in satisfaction with their level of social interaction, whilst for both the older and younger men these variables had no relationship.
Furthermore, an age by gender-specific relationship was revealed, whereby for the older men, a heightened level of satisfaction with their level of social interaction was associated with a heightened level of social engagement, whilst for the young men, and both the young and older women, these variables had no relationship.
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Gazala, Mona. "The Aesthetics of Dissent and Engagement: Art Out in the Real World." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586429023510714.
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Lovar, Anette. "Experiencing visual art." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19430.
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Visual art is important for humans. Most people have an interest in visiting art museums, and they spend both time and money on artworks. Appreciating visual art can have an effect on several psychological states, such as pleasure, emotions of wonder, awe, and the sublime. However, the question of what constitutes an aesthetic experience and what mechanisms that are involved in experiencing visual art, are still not fully understood. The discipline neuroaesthetics, which is a subfield of cognitive neuroscience, investigates the biology behind aesthetic experience and aesthetic appreciation. The aim of this thesis is to give an overview of the neural processes involved in experiencing visual art, and to explore how it could be related to components of emotional well-being. As such, neuroimaging studies addressing aesthetic experience and emotional processing are reviewed and discussed. This thesis found a relationship between the neural processes that operate behind a broad range of positive valanced emotions and aesthetic experience. The findings show that experiencing visual art that are aesthetically appreciated by the viewer, induces feelings of hedonic niceness or pleasant well-being and is associated with increased activity in the reward circuit. How aesthetic appreciation affects our emotional and cognitive states respectively and enhances our physiological and psychological well-being remains to be investigated. Understanding the underlying neurobiological processes involved when experiencing visual art is important due to its implications on positive health and well-being.
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Ronseberg, Jonah L. "The development of emotional rendering in Greek art, 525-400." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:48c6bdc3-85a0-4d1c-983d-cd833510c98f.
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This thesis explores the development of naturalistic rendering of emotion in the art of Greece through facial expression and body posture from 525 to 400. Why does emotional naturalism arise in the art of Greece, and in which particular regions? Why at this period? In which contexts and media? What restrictions on situation and type of figure can be interpolated or reconstructed? The upper chronological limit is based on simple observation. It is about this time, in many media, that naturalistic emotional expression is employed, although there are exceptions that blur this line slightly. The lower limit marks a major historical turning point, a culmination in Beazley's chronology of Attic vase painting and a common dating threshold for small finds. Emotional expression accelerates from the fourth century, and requires a different set of questions. 400 is for this reason held as a strict end-point. Many categories of physical object were considered; gems and coins did not offer substantial results, but are used for comparison. The rest have formed the armature of the thesis. Only original objects are included, as emotionality undergoes marked changes in Hellenistic and Roman copies. The first section treats publically-commissioned sculpture – sculpture integrated into architecture. The second section treats privately-commissioned sculpture, stone and terracotta; the third pottery: black-figure, red-figure and whiteground. Within these sections, material is arranged broadly chronologically. Human figures are the focus, and semi-humans such as Centaurs and satyrs are included; figures with essentially non-human faces such as the Gorgon are not. Human anatomy is constant, so the method of analysis is physiological. Rather than putting facial expressions in folk terms – a frown, a smile – they are described anatomically for precision: by muscular contractions and extensions and their correspondent manifestations on the surface of the body. Moving beyond description to explanation, neurochemistry and psychology are the preferred tools, although neither discipline has a consensus on the nature of emotion or its expression. History, religion, location, maker, commissioner, viewer, medium and technique are brought to bear in order put expressivity in context. An important methodological tool has been the separation of emotional 'input' and ‘output’. Output is the evocation or intended evocation of an emotional state in the viewer, and the thesis is constantly aware of the disconnect between the 'intended audience' and a modern one. It focuses instead on input – the methods used to render the inner state of the figures shown. This has twofold benefit: it avoids insurmountable subjectivity – one might laugh at the expression of fear on a maenad being raped by a satyr, while another might not – and allows for comparison across genre and medium.
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Gartland, Connor. "Making Mori: Emotional Depth and the Art of Video Games." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400681933.
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FitzGerald, John P. "Heterochrony of ageing of adult cerebral hemispheres and relationships with emotion function, mood and social engagement /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071002.101145.
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Borglund, Lisa. "Engagement and disengagement in school : A quantitative study examining behavioural and emotional engagement and disengagement in school among 6th graders in Sweden." Thesis, Mälardalens högskola, Hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55099.
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Education affects both the health and personal development of an individual, and higher levels of education are associated with better health and higher socioeconomic status. There are gender differences in school performance in Sweden, with girls performing better than boys. Engagement can influence positive school performance, whereas disengagement can lead to alienation and indifference toward school and affect school performance negatively. The aim of the study was to examine the associations between behavioural and emotional engagement and disengagement, and if there are gender differences in engagement and disengagement, among children in 6th grade in Sweden. The study was conducted through quantitative method using secondary cross-sectional data. The result showed a positive association between behavioural engagement and emotional engagement (rho=0.84, p<0.001) and between behavioural and emotional disengagement (rho= 0.74, p<0.001). Girls had statistically significant higher behavioural and emotional engagement than boys, whereas boys had higher behavioural and emotional disengagement than girls. In conclusion, the levels of behavioural and emotional engagement are associated, as are the levels of behavioural and emotional disengagement. There are gender differences, where girls are more likely to be engaged in school compared to boys and boys are more likely to be disengaged in school compared to girls.
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Herman, Carl R. "Development emotional intelligence for increased work engagement, organisational commitment, and satisfaction with work life." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80133.
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Thesis (MComm)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Highly competitive organisations are aware that their competitive edge lies within their human capital. In order for such organisation to stay ahead investing in best practices regarding people management and development is of paramount importance. In recent times, work engagement has been empirically linked to many positive organisational outcomes (Bakker, Demerouti, & Verbeke, 2004; Salanova, Agut, & Peiro, 2005; Schaufeli, Taris, & Bakker, 2006a). However, research on practical organisational interventions, aimed at increasing work engagement, is scant. Engaged employees often experience positive emotions (Bakker & Demerouti, 2008). Happy people are more sensitive to opportunities at work, more outgoing and helpful to others, more confident when interacting with others and more optimistic when taking on challenges. According to Bakker, Schaufeli, Leiter, and Taris (2008) engagement not only stems from job resources, but from personal resources as well. Building on Fredrickson’s (2000) Broad and Build theory of positive emotions, it is argued in this study that Emotional Intelligence (EI) is a personal resource that has not been studied in relation to work engagement. EI refers to the capacity to effectively perceive, express, understand and manage emotions in a professional and effective manner at work (Palmer & Stough, 2001). EI regulation abilities (e.g. emotional management and control) help increase individuals’ coping and / or resilience when more positive affect is experienced, according to Fredrickson’s Broad and Build theory, and should therefore be a particularly important personal resource for the enhancement of work engagement. The development of EI has progressively been gaining positive momentum and various studies have provided empirical support to suggest that EI can be developed (Dulewicz & Higgs, 2004; Fletcher, Leadbetter, Curran, & O’Sullivan, 2009; Gardner, 2005; Gorgens-Ekermans, 2011; Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009; Slaski & Cartwright, 2003). By using the Swinburne University Emotional Intelligence Test (SUEIT) theoretical framework, it is argued that by developing emotional recognition and regulation abilities, specifically that of emotional management, employees would be better able to manage their positive and negative emotions, thereby improving their positive psychological state at work, which should increase their level of engagement. It is furthermore argued that increased EI will also affect other positive organisational outcomes, such as organisational commitment and satisfaction with work life. To this end, an EI training intervention programme was implemented and evaluated within an international courier company based in Cape Town, South Africa. A controlled experimental design (two-group pre- and post-test design) was utilised for the research. The EI training programme was evaluated in terms of its effect on EI, work engagement, organisational commitment and satisfaction with work life. A second objective of the study was to investigate and replicate previous research on the interrelationships between the constructs in the study within a South African sample. The total sample consisted of 35 full time employees. Three assessments were conducted (one week before the start of the intervention, immediately after the completion of the training, and two and a half months thereafter) The findings of the study demonstrated limited empirical support for the notion that EI training could improve levels of EI. Although definite trends to suggest this were evident in the data, the results were not statistically significant. Empirical evidence further suggested partial and weak support for work engagement and satisfaction with work life levels increasing as a result of the intervention. Unfortunately no support for organisational commitment levels improving as a result of the training was found. In terms of exploring and replicating the interrelationships between the constructs in the study, favourable results were found. Significant positive relationships emerged between all the related constructs. The results, however, need to be interpreted in terms of the limitations that were identified for this study. The results suggest that more research is required in this domain.
AFRIKAANSE OPSOMMING: Hoogs kompeterende maatskappye is bewus daarvan dat hul vlak van mededingingheid grootliks opgesluit lê in hul menslike hulpbronne. Vir sulke organisasies om vooruitstrewend te wees, is die beleging in menseontwikkeling en bestuur van uiterste belang. Empiriese navorsing oor werknemerbetrokkenheid toon dat dit verband hou met baie positiewe organisatoriese uitkomste (Bakker, Demerouti, & Verbeke, 2004; Salanova, Agut, & Peiro, 2005; Schaufeli, Taris, & Bakker, 2006a). Navorsing oor praktiese organisatoriese intervensies om werknemersbetrokkenheid te verhoog, is egter skaars. Werknemers met hoë werknemerbetrokkenheid ervaar gereeld positiewe emosies (Bakker & Demerouti, 2008). Gelukkige werknemers is meer bewus van geleenthede, is meer sosiaal en hulpvaardig, meer selfversekerd in sosiale omstandighede, en meer optimisties wanneer hulle gekonfronteer word met uitdagings. Volgens Bakker, Schaufeli, Leiter, en Taris (2008) spruit werknemersbetrokkenheid nie net voort uit werksbronne nie, maar ook vanuit persoonlike hulpbronne. Na aanleiding van Fredrickson se (2000) “Broaden and Build” teorie oor positiewe emosies word daar in hierdie studie geargumenteer dat Emosionele Intelligensie (EI) ‘n persoonlike hulpbron is, wat nog nie in verwantskap met werknemersbetrokkenheid bestudeer is nie. EI verwys na die kapasiteit om emosies binne die werkskonteks te kan herken, verstaan en bestuur op ʼn professionele en effektiewe wyse (Palmer & Stough, 2001). EI reguleringsvaardighede (bv. emosionele bestuur en beheer) bevorder individue se hanteringsvaardighede en veerkragtigheid wanneer meer positiewe emosies ervaar word. Volgens Fredrickson se “Broaden and build” teorie behoort dit dus ʼn belangrike persoonlike hulpbron te wees wat tot verhoogde werknemersbetrokkenheid kan lei. Positiewe voortuitgang in studies oor die ontwikkeling van EI bestaan tans en verskeie studies het tot dusver wetenskaplike steun verskaf vir die verwagting dat EI ontwikkel kan word (Dulewicz & Higgs, 2004; Fletcher, Leadbetter, Curran, & O’Sullivan, 2009; Gardner. 2005; Gorgens- Ekermans, 2011; Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009; Slaski & Cartwright, 2003). Deur gebruik te maak van die Swinburne Universiteit Emosionele Intelligensie toets (die SUEIT) se teoretiese raamwerk, word daar geargumenteer dat die bevordering van emosionele herkennings- en reguleringsvermoë, spesifiek emosionele bestuur, werknemers se vermoë om hulle eie positiewe en negatiewe emosies te bestuur, behoort te verbeter. Dit sou ʼn verbeterde positiewe sielkundige toestand by die werk tot gevolg kan hê, wat tot verhoogde werknemersbetrokkenheid kan lei. Daar word ook aangevoer that verhoogde EI ook ander positiewe organisatoriese uitkomste, soos organisatoriese toewyding en satisfaksie met werkslewe, positief sal affekteer. Gevolglik is 'n EI opleidingsprogram geïmplementeer en geëvalueer in ‘n internasionale afleweringsmaatskappy wat gebaseer is in Kaapstad, Suid Afrika. ‘n Beheerde eksperimentele ontwerp (twee-groep voor- en natoetsontwerp) is gebruik in hierdie navorsing. Die EI opleidingsprogram is geëvalueer in terme van die effek op die EI, werknemerbetrokkenheid, organisatoriese toewyding en satisfaksie met werkslewe. ’n Tweede doel stelling van die studie was ook om die verwantskappe tussen die konstrukte te ondersoek en vorige navorsing in die verband binne ʼn Suid-Afrikaanse steekproef te reproduseer. Die totale steekproef het bestaan uit 35 permanent aangestelde werknemers. Drie assesserings het plaasgevind (een week voor die aanvang van die intervensie, direk na die afhandeling van die opleiding, en twee en ‘n half maande daarna). Die bevindinge van die studie het beperkte empiriese bewyse verskaf vir die aanname dat EI opleiding wel EI vlakke kan bevorder. Alhoewel daar duidelike tendense was wat dit suggereer in die data, was die resultate nie statistiese beduidend nie. Die empiriese bewyse het verder slegs gedeeltelike en swak ondersteuning verskaf vir die aanname dat werknemerbetrokkenheid en satisfaksie met werkslewe verbeter het as gevolg van blootstelling aan die intervensie. Geen bewyse dat organisatoriese toewydingsvlakke verbeter het as gevolg van blootstelling aan die intervensie, is gevind nie. Gunstige resultate aangaande die verwagte verwantskappe tussen die konstrukte in die studie is gevind. Positiewe, betekenisvolle verwantskappe tussen al die konstrukte word gerapporteer. Die resultate van die studie behoort binne die konteks van die beperkinge wat vir hierdie studie geïdentifiseer is, interpreteer te word. Die resultate toon dat meer navorsing in hierdie domein benodig word.
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Obenoskey, Kim. "Trait Emotional Intelligence, Motivation, Engagement, and Intended Retention of Court-Appointed Special Advocate Volunteers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2747.
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U.S. volunteer-dependent organizations continue to look for more effective ways to support their volunteer recruitment, training, and retention efforts. No prior research has evaluated what variables support sustained volunteerism for CASA volunteers. The purpose of this study was to investigate sustained volunteerism by evaluating the relationships between trait emotional intelligence (trait EI) measured using the Trait Emotional Intelligence Questionnaire, motivation to volunteer using the Volunteers Functional Inventory, volunteer work engagement using the Utrecht Work Engagement Scale, and intended retention of CASA volunteers. One hundred fifty five CASA volunteers from different CASA organizations responded to an on-line survey. Correlational and regression analysis of survey data showed global trait EI to be significantly related to volunteer's intent of finishing their current case and their intent to take a new case within six months after completing their current case. Trait EI and functional motivations to volunteer were significantly related to volunteer work engagement. High values and understanding motives to volunteer were significantly and negatively related to the volunteer considering quitting their current case. Social motivation to volunteer was significantly and positively related to the intent of taking another case within six months after completing the current case. This research is designed to benefit CASA organizations in moving closer to their goal of having a CASA volunteer for each child in the challenging state child welfare foster care systems.
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Zorn, Kristin D. "Student Perceptions of Engagement and Problem-posing during an Inquiry-Based Learning Mathematical Investigation." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/415319.
Full textAbstract:
As countries around the world seek to increase student achievement and engagement in mathematics, inquiry-based learning (IBL) has become increasingly popular (Artigue & Blomhøj, 2013). The purpose of this research was to explore how a group of year five students perceived engagement and problem-posing during an IBL mathematical problemposing investigation, and to explore the instructional strategies that supported the students in problem-posing. This qualitative, single instrumental case-study involved 17 students (9- to 10-year-olds) and one teacher from an independent school in South-East Queensland, Australia. The researcher led a two-week, open, mathematical investigation, which required students to develop their own investigation questions based on a video prompt. Data were collected through video observations, student work samples, and semi-structured interviews with the students. Thematic analysis and triangulation of the data revealed three themes related to engagement: collaborative learning, enjoyment and interest, and cognitive engagement and transfer of learning, and one theme related to problem-posing; confidence. The findings suggest that the IBL mathematical problem-posing investigation was behaviourally, emotionally, and cognitively engaging for the students because it created a learning environment for the students to collaboratively work with their peers, make autonomous choices about their learning, build peer relationships, and challenge themselves. Additionally, the novelty of the experience played a role in student engagement during the IBL investigation. The findings also suggest that although the students felt confident to problem-pose, they required teacher support and scaffolding to make connections between the video and mathematics, and to mathematise their ideas. Implementing the IBL mathematical problem-posing investigation was beneficial for student engagement in mathematics; however, further research is required to examine the intricates of this type of investigation, and its impact on learning.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Preston, Jennifer Louise. "Nishikawa Sukenobu : the engagement of popular art in socio-political discourse." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/25578/.
Full textAbstract:
Nishikawa Sukenobu was a popular artist working in Kyoto in the first half of the eighteenth century. He was principally known as the author of popular 'ehon', or illustrated books. Between 1710 and 1722, he published some fifty erotic works, including a work detailing sexual mores at court which Baba Bunkô, amongst others, believed responsible for prompting the ban on erotica that came with the Kyôhô reform package of 1722. Thereafter, he produced works generally categorized as 'fûzoku ehon': versions of canonical texts, poems and riddles, executed in a contemporary idiom. This thesis focusses on the corpus of illustrated books from the early erotica of the 1710s to the posthumously published work of 1752. It contends that these works were political: that Sukenobu used first the medium of the erotic, then the image-text format of the children's book to articulate anti-bakufu and pro-imperialist sentiment. It explores allusions to the contemporary political landscape by reading the works against Edo and Kyoto 'machibure', contemporary diaries (such as 'Getsudô kenbunshû') and contemporary pamphlets ('rakusho'). It also places the ehon in the context of other contemporary literary production: for example the anti-Confucianist writings of the popular Shinto preacher Masuho Zankô and the 'ukiyozôshi' production of Ejima Kiseki (whose works were illustrated by Sukenobu). It corroborates these findings by citing evidence of the political sympathies of Sukenobu's collaborators: for example, the political writings of the Kyoto educationalist Nakamura Sankinshi; the works of the children's author and Confucian scholar Nakamura Rankin (aka Mizumoto Shinzô); and the fictional and 'kojitsu' writings of the Shinto scholar Tada Nanrei.
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Chisale, Paseka Blessing. "Institutional practices shaping art education student-teacher attitudes towards community engagement." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78507.
Full textAbstract:
The White Paper of 1997 on Higher Education Transformation formed the basis from
which community engagement (CE) was adopted as a core purpose of higher
education (HE) in South Africa, together with teaching/learning and research.
However, CE is often marginalised within the HE space with perceptions of it being an
add-on and a “nice-to-have” activity. This is of course due to a lack of conceptual clarity
of CE, which is often influenced by the variety of contexts in which CE should be
practiced by higher education institutions (HEIs), hampering the progress and
implementation of CE within respective HEIs. The institutional practices of CE and the
fostering of civic-mindedness in students and awareness of the role they are to play
in socity thus become the responsibility of respective HEIs and faculties in relation to
their contextual milieu. In this qualitative case study I seek to understand the role
institutional practices of CE at the faculty under study have played in shaping Art
Education student-teacher (AEST) attitudes towards CE. To acquire this
understanding the study makes use of an Art-Based Research method consisting of
reflection drawings as the primary means of collecting data. Incorporating the voice of
AESTs’ in the timely debate about CE within HE provides the Faculty of Education
with valuable insights that inform CE practices from AESTs’ authentic experiences of
CE. The study reveals that while Methodology of Art Education (JMK/ART/Fourth
year)1 exists within the auspices of the University of Pretoria’s Faculty of Education,
AESTs contrarily regard the faculty as not playing a significant role in the shaping of
their attitudes, understanding and definitions towards CE.Dissertation (MEd)--University of Pretoria, 2019.
Humanities Education
MEd
Unrestricted
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Thompson, Annie. "2314 West Main Street: a place for engagement." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3078.
Full textAbstract:
The design intent of this thesis is to deconstruct the elements of the beer brewing process to allow the public to engage, enjoy, and appreciate the process while dining. It is to create a site for a craft brewery that is local to the neighborhood of The Fan. Allowing the public to engage, cultivate and create enthusiasm for the brewing process. To deconstruct the industrial process of brewing beer to allow accessibility for the public to enjoy the process while eating, drinking, and learning.
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Clarke, Patrick. "Assessing the role of attentional engagement and attentional disengagement in anxiety-linked attentional bias." University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0024.
Full textAbstract:
[Truncated abstract] It has consistently been found that individuals who are more highly vulnerable to anxious mood selectively attend to emotionally negative stimuli as compared to those lower in anxiety vulnerability, suggesting that such anxiety-prone individuals possess an attentional bias favouring negative information. Two of the most consistent tasks used to reveal this bias have been the attentional probe and emotional Stroop tasks. It has been noted, however, that these tasks have not been capable of differentiating the relative role of attentional engagement with, and attentional disengagement from emotionally valenced stimuli, suggesting that either of these attentional processes could account for the attentional bias observed in individuals with high levels of anxiety vulnerability on the attentional probe and emotional Stroop tasks. A number of resent studies have claimed support for the operation of biased attentional disengagement in anxiety using a modified attentional cueing paradigm, concluding that individuals more vulnerable to anxious mood have a selective difficulty disengaging attention from emotionally negative stimuli. The current thesis highlights the possibility, however, that the structure of the modified cueing paradigm could allow individual differences in initial attentional engagement with differentially valenced stimuli to be interpreted as a selective disengagement bias. ... The modified emotional Stroop task employed in the current research measured participant's ability to engage with the emotional content of differentially valenced stimuli having initially processed non-emotional information (stimulus colour), and measured their relative ability to disengage attention from such emotional content to process non-emotional stimulus information. Results using this modified Stroop task suggested that those with high vulnerability to anxious mood were disproportionately fast to engage with the content of negative as compared to non-negative stimuli whereas those with low vulnerability to anxious mood did not display this pattern. The results provided no support for presence of an anxiety-linked bias in attentional disengagement from the content of differentially valenced stimuli. Results derived from the modified emotional Stroop task therefore provided support for the presence of an anxiety-linked bias in attentional engagement with the content of emotionally negative stimuli, but no support for a bias in attentional disengagement from the content of such material. The final study in the present series of experiments was designed to address the novel possibility that a bias in attentional disengagement could result in ongoing semantic activation of negatively valenced stimuli which would not necessarily be indexed by previous tasks assessing biased attentional disengagement. The results of this final study, however, provided no evidence to suggest the presence of anxiety-linked differences in ongoing semantic activation of differentially valenced stimuli. The present series of studies therefore provide support for the presence of an anxiety-linked bias in attentional engagement with the content of emotionally negative stimuli, while providing no support for the presence of an anxiety-linked bias in attentional disengagement from negative stimuli.
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Xie, Yi. "Emotional form and function in furniture design." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4798.
Full textAbstract:
As time goes by, people are no longer limited with the basic demands of survival, which started in the primitive society, and try to search for the satisfaction of spirit and comfortable sensation. At this time, furniture becomes to be the spiritualization carrier: they could contain the history and culture; they could make people relax and bring belongingness; they could show the preference of the designers. The furniture, or all kind of design, can be more than passionless implements. That is the subject I want to explore.
Because of my educational background in interior design and architecture, I usually search a way to balance between technology and people's emotions, and try to keep the function together with physical contact of design at the same time. Due to the awareness of `people-oriented' concept, I researched and designed the Cocktail furniture series. The purpose of this thesis is to analysis this furniture set, which includes a chair, a coatrack and a table. The main theme of design is to create a relaxing area with soft curved lines and round shapes, and use as few pieces as possible to reduce the weight and waste of material. I used the computer graphics, algorithms and ergonomics, Thermal Forming and Computer Numerical Control techniques together to produce the building-block combination furniture with sustainable plywood and HDPE plastic. Furthermore the use of Ergonomic, such as replaceable pieces, applies the humanistic care in the furniture. Within the consideration of function and aesthetic demands, I want to create the kind of design that can bring the joy and comfort for customers.
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Waldbuesser, Caroline. "Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795.
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Caltrider, Catherine S. "Critical Pedagogy Unit of Ceramics Instruction| Fostering Civic Engagement in California High School Students." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259872.
Full textAbstract:
This is a quantitative non-random experimental study involving two ceramics classes in a California public high school. One class will be the control group of the study while the other will be the experimental group. The control group will be taught in a traditional unit of ceramics instruction (TUCI), while the experimental group will be taught in a critical pedagogy unit of ceramics instruction (CPUCI).
This experimental study rests on three hypotheses. Hypothesis 1, an experimental group of high school ceramics students exposed to a CPUCI whereby the students are active participants in the curriculum, are hypothesized to demonstrate a significant increase in their civic engagement between pretest and posttest, while in high school and in their intentions after graduating. Hypothesis 2, A control group of high school ceramics students exposed to a TUCI is predicted to demonstrate no significant shift in their civic engagement between pretest and posttest. Hypothesis 3, the experimental group of high school ceramics students taught with a CPUCI, are hypothesized to demonstrate a significant increase between pretest and posttest regarding their civic engagement in comparison to a control group of high school students taught with a TUCI.
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Zhang, Qianhui. "THE ROLE OF DISPOSITIONAL MINDFULNESS ON OCCUPATIONAL ENGAGEMENT AND EMOTIONAL CAREER INDECISION AMONG COLLEGE STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/614.
Full textAbstract:
Mindfulness, characterized with present-moment awareness, non-judgment, and non-reactivity, has demonstrated its potential in contemporary counseling psychology as a cultivatable coping mechanism for healing against negative emotions and symptomology. Researchers have identified health benefits for those who possess higher levels of this trait without practice. Limited research has explored the potential benefits of mindfulness in contributing to the cultivation of adaptive career decision-making. In particular, there is no study investigating the the role of mindfulness on college students' coping with career indecision stemming from emotional and personality concerns, or its influence on their occupational engagement. This study was a survey-based investigation of the relations among dispositional mindfulness, occupational engagement, and emotional career indecision in a diverse sample of college participants (N = 166). The results from analysis indicate that dispositional mindfulness is significantly related to emotional career indecision and occupational engagement, with multiple facets of mindfulness contributing a significant amount of variance in emotional career indecision. Future research and clinical implications are also discussed.
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Nel, Jan Alewyn. "Job characteristics, emotional intelligence and wellness in a nursing environment / J.A. Nel." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1106.
Full textAbstract:
Nurses of today have many more responsibilities and duties they must cope with. With the HIV
and AIDS numbers rising in South Africa it is important that the morale of nurses be kept
healthy. The strain of their work environment can be hard to cope with, so it is necessary that
nurses learn how to manage their emotions when working in order to avoid burnout and
disengagement from happening. and to make better use of job resources.
The objective of this research is to determine the relationship between emotional intelligence, job
characteristics. burnout and engagement within the nursing environment in South Africa. A
cross-sectional survey design was used. A non-probability convenience sample was taken from
511 nurses in hospitals and clinics in the Gauteng- and North-West Provinces. The Emotional
Intelligence Scale, Maslach Burnout Inventory) - Human Services Survey, Utrecht Work
Engagement Scale and Work Evaluation Scale were used as measuring instruments. Cronbach
alpha coefficients. Pearson-product correlation coefficients and Spearman-product correlation
coefficients were used to analyse the data.
The results showed that positive state is positively related to vigour/dedication, professional
efficacy. own emotions: emotions: other and emotional management. Own emotions and
emotional management also correlated positively with professional efficacy and emotions: other.
Workload and communication demands are positively related to payment, emotional labour,
work environment and emotional exhaustion. The results also identified emotional exhaustion
and mental exhaustion to be negatively related to vigour/dedication. while emotional exhaustion
is positively related to mental exhaustion, job security, and staff support. Payment correlates
positively with staff support, while emotional labour and overtime are positively related to work
environment. The proposed structural model show that there are clear paths between job
demands and job resources; job demands. emotional intelligence and work wellness; job
resources, emotional intelligence and work wellness: job demands and burnout; and job
resources and work wellness.
Recommendations were made for the nursing profession and for future research purposes.Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.