Dissertations / Theses: 'Emotionality'

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Willis-Owen, Saffron A. G. "Genetic analysis of emotionality." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424742.

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Salander, Britta. "Emotionality in business-to-business marketing communications." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/2026/.

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The presence and value of emotionality in non-personal business-to-business marketing communications is questioned in literature despite existing knowledge about emotional behaviour of individuals in organisational decision-making units. However, as competition and globalisation increases, the need for differentiation and unique positioning intensifies. The role of emotions in establishing emotional differentiation through advertising is accepted in consumer research, yet little is known about the presence and characteristics of emotionality in business-to-business print advertising targeting an organisational audience. The purpose of this research was therefore to determine the presence and executional style of emotion-laden business-to-business print advertising and to identify themes and patterns of emotionality. Four German trade publications from the manufacturing and engineering sector, comprising all issues of the year 2008 with a sample size of 2000 advertisements were content analysed. Consistent findings revealed that emotionality was used in a substantial number of business-to-business print advertisements and was distributed equally across all four magazines. Emotionality was significantly associated with the use of colour and visuals, and with the size and position of advertisements in the magazine. Emotional techniques relating to content used visual components like the depiction of persons and objects, and the style of visual representation primarily contained symbols of association and metaphors. Dominant emotional stimuli were humour, trustworthiness/reliability and pride/success, which mirror the emotional world of organisational buyers. The results thus demonstrate the relevance of emotionality in non-personal business-to-business marketing communications and indicate that to a certain extent business-to-business marketers use emotional techniques as a strategic element in marketing communications.

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Naismith, Thomass Phoebe Loris Sophia. "Effects of Dietary Micronutrient Supplementation on the Development of Emotionality and Anxiety in a Normal Rat Population." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/9163.

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There is a growing body of research into the effects of micronutrients on human mental health. There is evidence that multi-ingredient formulas are beneficial especially in relation to serious mental health disorders such as mood and anxiety disorders, attention-deficit hyperactivity disorder and obsessive-compulsive disorders. However there is almost no scientific research which looks at the effects of these formulas in an animal population. Therefore the aim of this study was to investigate the effects of a micronutrient formula, EMPowerplus, on anxiety behaviour in rats, and whether there is a relationship between dose and anxiolytic effect. In order to investigate this 40 male and 40 female rats received a diet consisting of either 0%, 1.25%, 2.5% or 5% EMP+ from when they were weaned (post natal day 30) until the end of testing 141 days later. Animals were tested in a Y maze, a light-dark emergence box and an open field at mid-adulthood (PND 136-138) and late adulthood (PND 186-188). Results found that animals receiving the 5% supplemented diet occupied the centre squares the most, occupied the corner squares the least and ambulated the most in the open field compared to the other experimental groups and control groups. No significant differences were found in the Y maze or Light-dark box. Animals were found to display more anxiety-like behaviour at time 2 than at time 1 regardless of receiving a supplemented diet or not. Overall a higher dose of EMP+ was associated with the greatest reduction in anxiety related behaviour. Due to the impact of the September 4th, 2010 Canterbury Earthquake caution should be taken when interpreting these results.

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Rocklage, Matthew D. "The Intra- and Interpersonal Roles of Attitude Emotionality." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435673308.

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Wells, Christine Renée. "The effect of time of day on emotionality /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9811984.

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Peternelli, Loris. "The relationship between emotionality and in-session therapeutic phenomena." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0019/NQ37011.pdf.

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Niemczura, Alexandra Claire. "Stress, Emotionality, and Hearing in Social Communication and Tinnitus." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564757431355459.

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Sheffler, Kristy J. Finlon. "Mothers' emotionality, parenting, and children's emotion regulation and utilization." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 48 p, 2008. http://proquest.umi.com/pqdweb?did=1605136951&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Bolton, Sharon C. "Mixed feelings : emotion management in the workplace." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310343.

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Williams, Brittany V., and Jill D. Stinson. "The Impact of Emotionality on Bariatric Surgery: A Systemic Review." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7910.

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Bariatric surgery is becoming a more common solution for weight loss in individuals with severe obesity. Much attention has been placed on negative surgery outcomes, specifically on psychosocial predictors of post-surgical weight regain and development of psychopathology. Literature on obesity suggests that eating in response to emotional cues is related to the obesity epidemic. The current review identifies all research in the literature that focuses on emotionality and emotional characteristics in bariatric surgery patients and the predicted negative impact on the surgery process from pre-surgical evaluation to post-surgical follow-up. The review was conducted following PRISMA guidelines for systematic reviews. Six articles were identified in the literature meeting all review criteria, specifically focusing on emotionality in bariatric surgery patients. Results suggest high rates of emotional instability, impulsivity, and difficulty in identifying emotions in bariatric surgery patients, which could have adverse effects on the bariatric surgery process. Authors suggest that these components of emotionality may lead to negative effects following surgery, specifically concerning post-surgical dietary restrictions and weight regain. These findings suggest that further research needs to be done in the area of emotionality and bariatric surgery. Authors infer that high rates of emotional instability, impulsivity, and inability to identify emotions may have significant implications for screening and intervention; however, limitations in these studies indicate a need for further research on emotionality in bariatric surgery patients, particularly the impact of emotionality on surgery outcomes.

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Anderson, Nika Louise. "Enduring Behavioural Effects in Rats Treated with Caffeine During Adolescence." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2699.

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Children and adolescents are regular consumers of caffeine, and their consumption is increasing. Caffeine has been shown to affect the later behaviour of rats and mice when exposed to the drug daily before birth and during the lactational period of development. However, to date, little research has investigated the effects caffeine consumption may have on adolescent brain development, and the behavioural consequences of this. The present study, therefore, investigated the effects of repeated caffeine exposure on adolescent rats on behavioural measures of anxiety. During middle and later adulthood, the rats’ activity and emotional reactivity were assessed by means of frequencies of rearing, ambulation, immobility, defaecation and urination recorded in an open field, as well as their occupancy of corners and centre squares of the field, and their partial emergence and latencies to fully emerge from a small darkened chamber into a brightly lit arena. The results showed that those rats treated with caffeine were probably more emotionally reactive than untreated controls, as suggested by more immobility, defaecation and urination. There were also effects on rearing and ambulation that might have arisen from increased impulsivity. Overall, the results suggest that exposure to caffeine during adolescence produces some small but significant increases in emotionality in adulthood. This study may have clinical implications, as it is possible that people exposed to caffeine as adolescents, may show increased anxiety later in life.

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Keen, S. "Perceived social rank, social expectation, shame and general emotionality within psychopathy." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444243/.

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This paper presents a review of the theory and empirical evidence that relates to emotionality within psychopathy, in order to assess the capabilities, as well as the deficits that people with psychopathic traits demonstrate. In doing so, many of the major theories that have shaped our understanding of the disorder are presented. Psychopathy is then reviewed in relation to many relevant emotional states, including the emotions of anger and anxiety. In addition, emotions classified as 'moral' or 'self conscious', namely empathy, sympathy, guilt, remorse, shame, embarrassment and pride, are also investigated. From this review it is clear that psychopaths are not the truly unemotional individuals that they are commonly portrayed as being, but instead experience many emotions to varying degrees. This paper concludes by highlighting possible areas for further exploration and research.

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Neville, Fergus Gilmour. "The experience of participating in crowds : shared identity, relatedness and emotionality." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3112.

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The aim of this thesis is to extend the social identity model of crowd behaviour (Reicher, 1984, 1987, 1996) by exploring the experience of collective participation, with an emphasis upon quality of within-crowd social relations (‘relatedness') and collective emotionality. A multi-method research strategy is employed to study these topics at a variety of crowd events. Studies 1 and 2 use ethnography and retrospective interviews at a student protest and public screenings of football matches to generate hypotheses for subsequent testing. Study 3 then tests these hypotheses by means of questionnaire data collected during Study 2. Using an experimental ‘visualisation' paradigm, Study 4 demonstrates the role of shared identity (and not simply self-categorization) in generating relatedness. Studies 5 and 6 present evidence that groups of high relatedness participants experience identity-relevant stimuli as more emotionally intense than low relatedness groups. Study 7 concludes the empirical work by using questionnaire data collected at political protests to test a model of collective experience based upon the findings of the previous studies. The thesis argues that a perception of shared identity with co-present others can positively transform social relations towards relatedness (connectedness, validation and recognition). Relatedness may then be experienced emotionally, and facilitate the realisation of group goals which may also have emotional consequences. Strength of social identity is also noted as an antecedent to group-based emotion. In this way the analysis offers three ways in which social identity may lead to emotionality of collective experience, contradicting ‘classic' crowd psychology in which crowd emotion was rooted in a loss of identity. Preliminary evidence is also presented suggesting that the experience of collective participation may have a role to play in determining future social identification and participation in co-action.

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Silverglade, Laura Forst. "Irrational beliefs and emotionality in adolescents with and without bronchial asthma /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672631598391.

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Bennett, Rhyann Paige. "Gender Differences in the Coping Styles and Emotionality of Bereaved Individuals." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/319936.

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Іванова, Тетяна Володимирівна, Татьяна Владимировна Иванова, and Tetiana Volodymyrivna Ivanova. "Эмоциональность и рациональность." Thesis, Сумский государственный университет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31233.

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Принято противопоставлять эмоциональную и когнитивную сферы. С одной стороны, постулируются контролируемые, точные, объективные суждения, с другой стороны – неконтролируемое, неопределенное, субъективное эмоциональное пространство. Обсуждение различия между этими сферами, по сути, есть путь преумножения сущностей. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/31233

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Кузьменко, В. "Що таке емоція? Поняття емоційності та емотивності." Thesis, Сумський державний університет, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77003.

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Емоції є регуляторами поведінки, соціальних контактів і багатьох психічних процесів. Емоції – психічні стани людини, в яких реалізується безпосереднє ситуативне переживання (задоволення, радість, страх). У виховному процесі роль емоцій надзвичайно важлива, оскільки вони впливають на мотиви й потреби підростаючої особистості. Крім того, емоції утворюють основну мотиваційну систему особистості і сприяють вихованню у неї морально-духовних цінностей. Така функція у становленні смислово- ціннісної сфери особистості пояснюється їхньою природою.

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Masters, Mitchell R. "Emotionality and Emotion Regulation as Risk Markers for Social Anxiety: Considering Development, Multiple Dimensions, and Social Threat." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/395106.

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As a construct, emotion regulation has been conceptualised as the "processes used to manage and change if, when, and how (e.g., how intensely) one experiences emotions and emotion-related motivational and physiological states, as well as how emotions are expressed behaviourally” (pp. 495; Eisenberg et al., 1997, 2010). Although there is substantial heterogeneity within these processes, research generally supports the notion that some forms of emotion regulation are associated with greater psychosocial functioning and well-being, and that other emotion regulation responses (or greater “dysregulation”) are etiologically related with symptoms of numerous psychopathologies, including anxiety and mood disturbance (Compas et al., 2017; Schäfer et al., 2016). Adolescence is one developmental period that is marked by significant challenges to and changes in emotion regulation and symptoms (Gross, 2013; Skinner & Zimmer-Gembeck, 2016). Research also suggests that the transition from late-childhood to early adolescence (approximately 10 to 15 years) is a period of high risk for the onset of social anxiety disorder (Beidel, & Turner, 2007; Farmer & Kashdan, 2012; Golombek, Lidle, Tuschen-Caffier, Schmitz, & Vierrath, 2019; Masters et al., 2018), with higher prevalence estimates consistently identified in girls versus boys (Farmer & Kashdan, 2012; Zimmer-Gembeck, Hunter, Waters, & Pronk, 2009). There is also increasing evidence to suggest that the acquisition of social anxiety disorder during adolescence will often place these youth at an increased risk for difficulties that persist into adulthood (Muris, 2007; Sawyer et al., 2000). Thus, identifying early risk factors for social anxiety disorder has become especially important. Despite this knowledge, comprehensive conclusions about those aspects of emotion regulation most relevant to adolescent social anxiety symptom development remain unclear. By drawing upon two dominant theoretical models of emotion regulation, including Gratz and Roemer’s (2004) emotion regulation difficulties model, and Gross’s (1998) model of emotion generation and regulation, three studies were conducted in the current program of research. The general purpose of this research was to use a multi-dimensional approach to broaden, but also isolate, the specific aspects of emotionality and emotion regulation that are risk markers and precursors for the development of social anxiety symptoms and disorder in adolescence, as well as to clarify the benefits of adaptive emotion regulation skills for young people. Study 1 included 391 Australian adolescents in grades 6 to 8 (Mage = 12.0 years, SD = 0.9 years) followed until grades 9 to 11. Adolescents were recruited from three independent high schools. Study 2 included 298 Australian adolescents in grades 7 and 8 (Mage = 13.3 years, SD = 0.6) who were recruited from two different independent high schools than those in Study 1. Study 3 included 76 youth (Mage = 13.5 years, SD = 1.5 years) recruited from the large in-school survey study (Study 2), university “special projects” broadcast email, community mental health services, and social media platforms. Using structural equation modelling, the temporal associations between adolescents’ emotion regulation difficulties (e.g., lack of emotional awareness, lack of emotional clarity, non-acceptance of emotional responses, impulse control difficulties, limited access to regulation strategies, difficulties engaging in goal directed behaviour when aroused) and internalising symptoms (e.g., social anxiety and depression) were tested in Study 1. A focus was on uncovering which emotion regulation difficulties are most salient to the development and maintenance of adolescent internalising symptoms. Guided by the description of the five stages of Gross’s (1998) process model and past research, Study 2 identified a comprehensive and balanced (i.e., both characteristically adaptive and maladaptive) range of emotion regulation strategies. These included avoidance, approach, problem solving, helplessness, distraction, rumination, acceptance, reappraisal, catastrophising, emotional suppression, venting, and relaxing. Associations of these strategies with social anxiety symptoms were tested in a multivariate regression model in order to draw conclusions regarding those strategies most salient to adolescent social anxiety symptoms. Gender differences and gender moderation of associations were also investigated in Study 1 and 2. In Study 3, the associations of adolescents’ social anxiety symptom level (e.g., low, moderate or high) with threat appraisal (e.g., anxiety and perceived social evaluation), perceived coping, and state-based use of adaptive (e.g., approach, problem solving, distraction, acceptance, reappraisal, venting and relaxing) and maladaptive (e.g., escape, avoidance, helplessness, rumination, catastrophising, suppression) emotion regulation strategies were tested. Appraisals, coping and emotion regulation strategies were measured within person, across a range of in-vivo social situations that varied in social evaluative threat (e.g., low, moderate and high). This design was used to investigate whether within person patterns of responding and regulation could identify high socially anxious young adolescents relative to others. Two general conclusions can be drawn from the results of this program of research: 1) the associations between dysregulation and internalising symptoms are bidirectional, age and disorder specific; and, 2) adolescent social anxiety symptoms and disorder are most strongly associated with maladaptive emotion regulation strategies, and associations may be contextually dependent. Theoretical, methodological, and practical implications are discussed. The findings from the current program of research has implications for current treatment models and interventions, and provide a foundation to better understand and identify adolescents at risk of developing internalising disorders, especially social anxiety.
Thesis (Professional Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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19

Reyes, Nuri M. "Emotion Regulation and Emotionality: An examination of correlates of social skills in young children with High Functioning Autism Spectrum Disorders and Typical Development." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51646.

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Background and Aims: Autism Spectrum Disorders (ASD) are characterized by deficits in social interactions and communication, and the presence of stereotypic behaviors and restricted interests. Children with ASD also demonstrate difficulties in emotional competence, including poor emotion regulatory capacity. The goal of this study was to investigate the link of social skills to emotion regulation and emotionality in 3 through 7 year-old children with and without ASD. Methods: Both parental report and behavioral laboratory observations were used to examine emotion regulation and emotionality in 21 typically developing (TD) children and 12 high functioning children with ASD. Results: This study had three major findings. First, an association between enhanced reported emotion regulation and increased social skills was found in children with ASD, but not in TD children. Second, children with ASD demonstrated lower reported emotion regulation, higher reported general negative emotionality, and lower reported general positive emotionality compared to their TD peers. Third, reported emotion regulation was linked to reported specific emotionality in children with ASD and to reported general emotionality in the TD group, though not in the predicted direction. Few significant findings occurred for observed emotion regulation or observed emotionality. Conclusions: Although current results should be interpreted with caution due to small sample size, a link between social skills and parent-reported emotion regulation was found in children with ASD. Children with ASD were also viewed by their parents as having poor emotion regulation and increased negative emotionality compared to their TD peers. Limitations and future research are discussed.
Ph. D.

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20

Root, Carol Ann. "The relationship between parental appraisals, children's appraisals, and patterns of emotionality in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ33997.pdf.

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Bravo, Rodrigo Uribe. "Emotionality on British TV news : an examination of its methodological and empirical aspects." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414656.

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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.

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23

Jacob, Wolfgang. "Role of the Cannabinoid Receptor Type 1 (CB1) in Synaptic Plasticity, Memory and Emotionality." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-72307.

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Resch, Eric. "The impact of picture cue emotionality on metamemory and cued recall of associated words." Thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77649.

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Judgments of learning (JOL) are subjective predictions about how well information will be remembered in the future. Emotional stimuli have shown to be better remembered in free recall experiments, but not in cued recall experiments, even though JOLs have shown to be higher for emotional stimuli. The aim of the present study was to test the hypothesis that emotional cues lead to higher JOLs but worse recollection performance than neutral counterparts. Twenty-eight undergraduate students participated in the study to rate and memorize neutral words paired with pictures that varied in emotionality (negative, neutral) and composition (high-complex, low-complex). The results showed that participants remembered negative-paired words reliably worse than neutral-paired words, but rated negative- paired words as more memorable than neutral-paired words. An underconfidence was observed for neutral-paired words and, to some extent, overconfidence for negative-paired words. The results are discussed in terms of relevance to witnesses’ memories.

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Rommel, Carl. "Revolution, play and feeling : assembling emotionality, national subjectivity and football in Cairo, 1990-2013." Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/23676/.

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Barkus, Christopher. "Studies of emotionality in genetic mouse models of altered glutamate or 5-HT function." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:c144d0d0-ba1f-4127-b07a-372e6abf569b.

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Sargeant, Marsha Nneka. "Biobehavioral mechanisms underlying emotionality in antisocial personality disorder and the role of psychopathic traits." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8723.

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Thesis (M.S.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Glück, Antje. "Journalistic practice of emotionality : a cross-cultural comparison of India and the United Kingdom." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/20011/.

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In the past, the appearance of emotions in news journalism has been evaluated largely negatively. This concerns both the professional norms guiding journalistic work practice, and actual news output. Television news drawing on emotionalizing elements has been associated with ‘bad’ journalism practice, infotainment or sensationalism. In this way, it was even considered a threat to the democratic role of news journalism. However, this trend is changing, giving space to a more nuanced examination of the role of emotions within the field of journalism. In particular, this study is interested in what role emotions play for news producers in television – how they experience, manage and handle personal emotions, how they judge and treat emotive news contents and elements, what they think of emotionality with regard to their audience, and linked to this, what emotionalizing devices they employ in order to establish “audience connect”. This research draws on a comparison between a Western and a non-Western journalism culture – the United Kingdom and India. This cross-cultural selection is also based on the assumption that culturally distinct emotion philosophies can exercise diverse influences on the understanding and acceptance of emotions in different journalism cultures. The research focused especially on television as the “medium of feeling”. Interviews with more than 50 Indian and British journalists showed a remarkable set of commonalities in their reflections about emotions, but also some very fundamental differences. Among the most important findings are that journalists agree about emotions as a positive work resource (as gut feeling, empathy, or passion) and about the increasing importance of emotion-driven audience bonding in competitive news markets. On the other hand, differences emerged in the much higher approval of interventionism among Indian journalists, but also in how news emotionality is shaped by relevant extra-media factors such as national broadcasting regulations and the degree of journalistic autonomy in a country.

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Fishfader, Vicki Lynn. "Evidential and extralegal factors in jury verdicts: Presentation mode, retention, and level of emotionality." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2774.

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It is becoming commonplace for video technology of various forms to be utilized in modern courtrooms. However, little research exists on how the use of videos in the courtroom influences jury decision making. Studies on this topic could lead to greater understanding of the mechanisms by which jurors arrive at their decisions. For example, jurors are instructed not to let emotional factors impact their decisions, yet attorneys often appeal to a juror's conscience rather than his or her intellect in trying to win a case. In order to examine these issues, the present study attempted to answer two main questions. First, does video footage influence jurors more than traditional oral testimony? Second, if video evidence does have a strong impact on juror decisions, what are the mechanisms by which this occurs? Participants examined actual materials from a civil case presented in one of three formats: print (transcripts), traditional oral testimony, or traditional testimony plus audiovisual recreation. They were given the Profile of Mood States (POMS) as a pre-and post-test measure of emotional state. Furthermore, they were tested on retention of factual material and asked to designate damage awards as well as responsibility levels of both the plaintiff and defendant in the case. Results indicated that a number of changes in mood state occurred following stimulus presentation, regardless of the stimulus presentation mode or gender of the subject. The five POMS scales on which this pattern appeared were the Depression-Dejection scale, the Fatigue-Inertia scale, the Anger-Hostility scale, the Vigor-Activity scale, and the Total Mood Disturbance scale.

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D'arcy, Thomas. "A study exploring motivation determinants and emotionality of the sport spectator drawing upon figurational models." Thesis, Manchester Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543566.

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Northam, Jaimie. "More than a feeling? A Multidimensional Study of Emotionality in Children with Callous-Unemotional Traits." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21747.

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Children with conduct problems and high callousunemotional (CP+CU) traits have unique affective profiles when compared to children with conduct problems and low callousunemotional traits (CP–CU; Frick et al, 2014). Those with CP+CU traits show impaired emotion processing, demonstrating deficits in the recognition and orientation to emotional cues, and consequentially limited emotional responsiveness (ER; Fanti, 2018). Reduced ER may affect key emotional learning processes, including the development of prosocial behaviours (Fowles & Kochanska, 2000). However, evidence of these effects is mixed and further research incorporating multi-method indices of ER is needed. This thesis is focused on expanding knowledge in this area. First, a systematic review outlines the importance of incorporating multiple measures of ER. Second, a replication and expansion on a study by Dadds et al. (2016) is presented. Differences between groups of children aged 28 years with CP+CU traits (n = 36), CP–CU traits (n = 82) and a community sample (n = 27) were explored in response to an attachment-related emotional stimulus (video excerpt from Disney’s The Lion King). Emotion-processing components measured included attention, ER (physiological, behavioural and self-report), emotion-motivated behaviour, emotional comprehension and quality of parentchild debriefing. Results from this thesis are provocative. Children with CP+CU traits demonstrated similar emotional responsiveness and comprehension as children with CP–CU traits and a community sample. Findings were not attributable to variances in attention. These results provide evidence that the problematic behaviours consistently demonstrated by children with CP+CU traits are attributable to ‘more than a feeling’. These findings have potential implications for how CU traits in early childhood are identified and may inform the development of more effective interventions.

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Coan, Jr James A. "The heritability of trait frontal EEG asymmetry and negative emotionality: Sex differences and genetic nonadditivity." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280273.

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The heritability of personality was addressed using a psychophysiological measure, midfrontal EEG asymmetry, and a paper and pencil measure, the Multidimensional Personality Questionnaire (MPQ). The degree to which midfrontal EEG asymmetry was correlated with the scales of the MPQ was assessed. Relatively greater right midfrontal EEG asymmetry was associated with higher Absorption and Negative Emotionality scores in both the Cz and linked mastoid reference schemes in females, but not in males. Relatively greater right midfrontal EEG asymmetry was also associated with higher Traditionalism and Positive Emotionality scores in the Cz reference scheme in females but not in males. Midfrontal EEG asymmetry was found to be modestly heritable in females, but not in males. Further, each of the scales of the MPQ correlated with midfrontal EEG asymmetry demonstrated moderate to high heritability. A bivariate Cholesky model was used to estimate the heritability of the phenotypic correlations between midfrontal EEG asymmetry and each of the scales with which it was related. Only the midfrontal EEG Asymmetry/Negative Emotionality Cholesky model demonstrated sufficient fit the observed data. According to this model, common genetic effects accounted for approximately 40% of the observed phenotypic correlation between midfrontal EEG asymmetry and Negative Emotionality.

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Swanson, Heather. "Attention as a moderator of the effects of negative emotionality on mother-child interactions during infancy." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/h_swanson_042208.pdf.

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Turner, Matthew. "THE USE OF THE MMPI-A SHORT FORM FOR IDENTIFYING STUDENTS WITH EMOTIONALITY IN THE SCHOOLS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/572.

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This study investigated the utility of the MMPI-A short form described by Archer, Tirrell, and Elkins (2001) for detecting the presence of emotionality in adolescents in the school setting. Students were placed in one of three groups based on their performance on an established and frequently used self-report measure of personality, the Behavior Assessment System for Children-II (BASC- 2). Subjects who had significant elevations on one or more of the scales in Internalizing Index on the BASC-2 were placed in the Clinical group and subjects who had significant elevations on one or more of the scales the School Problems Index or Personal Adjustment Index were placed in the Adjustment group. Those without significant elevations on the BASC-2 were placed in the Nonclinical group. Differences between the three groups on each of the MMPI-A short form clinical scales were reported. The results indicated that the students in the Clinical group scored higher than students in the Non-clinical group on each of the MMPI-A short form scales. Adjustment group scores tended to be higher than Non-clinical group scores but not all scales were significantly higher. Discriminant analysis correctly classified 75% of the non-clinical group, 52% of the Clinical group, but only 37% of the Adjustment group. These findings, combined with additional analysis of clinical relevant data, provided positive indicators supporting the use of the short form in clinical settings.

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

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

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Wu, Qiong. "Relationships among Maternal Emotion-related Socialization, Depressive Symptoms and Child Emotion Regulation: Child Emotionality as a Moderator." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402683246.

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Jacobs, Tova A. "Examining the Reciprocal Relationship between Parental Negativity and Negative Emotionality during Adolescence| A Biometric Cross-Lagged Model." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636365.

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Adolescence represents a key developmental period when the interplay between temperament and parenting may be most apparent and has implications for adolescents' adjustment. The current study utilized a cross-lagged, biometric model to explore the reciprocal relationship between Adolescent Negative Emotionality and Parental Negativity across adolescence. Analyses examined stability and change in Adolescents' Negative Emotionality and Parental Negativity over a three year period, as well as the impact of each construct on each other over time. To gain further understanding of the mechanisms that underlie links between temperament and parenting, genetic and environmental contributions to stability and change in each construct were also examined.

This study focused on a subset of the families within the Nonshared Environment in Adolescent Development (NEAD) project (N=395) who were assessed twice, 3 years apart. This sample included 5 sibling pair types that resided in nondivorced or stepfamilies: Monozygotic (N=63) and Dizygotic (N=75) twin pairs, and Full Sibling (N=153), Half Sibling (N=60 pairs), and Unrelated Sibling (N=44) pairs.

Overall findings for mothers and fathers indicated that: (1) there is moderate stability in Negative Emotionality and Parental Negativity over time, (2) Negative Emotionality and Parental Negativity influence each other over time; and (3) genetic and environmental factors account for variance in Negative Emotionality and Parental Negativity within each age examined, and contribute to stability and change. These findings support the presence of bidirectional effects between Parental Negativity and Adolescent Negative Emotionality, and underscore the importance of the parent-child relationship during adolescence.

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Croft, Carla. "Attachment and emotionality : the development and validation of an emotion recognition task for early-school aged children." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263298.

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Day, Kimberly L. "Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56960.

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Children's self-regulation has been found to be related to optimal developmental outcomes; however, researchers are still investigating how cognitive and emotional regulation work together to explain development of self-regulation. This study investigated how children's private speech interacted with emotion regulation, conceptualized as effortful control, to predict children's emotionality. I also examined how private speech and effortful control may be different strategies of self-regulation that more fully explain the relation of parental emotion coaching philosophy to children's emotionality. Preschool-aged children (n = 156) and their primary caregivers participated in this study. Parental emotion coaching was observationally measured as encouraging of negative emotion when discussing a time when children were upset. Children's non-beneficial private speech was transcribed and coded during a cognitively-taxing task. Children's effortful control (attention shifting, attention focusing, and inhibitory control) and negative emotion (anger and sadness) were measured using parent-report on the Child Behavior Questionnaire (CBQ). It was found that children's parent-reported effortful control significantly mediated the relation between parent's observed emotion coaching philosophy and children's reported negative emotionality. Parents who did more emotion coaching had children reported to have greater effortful control and in turn were reported as less emotionally negative. While parental emotion coaching did not predict children's non-beneficial private speech, children who used less of the non-beneficial private speech were reported as less emotionally negative. Lastly, children's private speech and effortful control interacted to predict children's negative emotion. When children were low in effortful control they were high in negative emotion, regardless of how much non-beneficial private speech they used. However, children with higher levels of effortful control were reported as less negative when non-beneficial private speech was low. This research supports the importance of considering both cognitive and emotional development together, because private speech and emotion regulation interacted to predict children's negative emotionality. In addition, parents who support and encourage negative emotions may aid children's effortful control. This research further supports the importance of children's use of private speech in the classroom because non-beneficial private speech may be an additional cue for teachers and caregivers to know that a child needs assistance.
Ph. D.

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Estrada, Christina M. "Examining the Effects of Estradiol Signaling in the Medial Amygdala on Emotionality and Cognition in Female Rats." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447688747.

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Gainey, Kristin Elisabeth Naragon. "A lower order structural examination of the neuroticism/negative emotionality domain: relations with internalizing symptoms and selected clinical traits." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2703.

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The study of how personality traits relate to psychopathology has flourished in the past three decades, with strong evidence for systematic links between personality and psychological disorders. Great progress has been made in our understanding of the associations between broad traits and the mood and anxiety disorders (or internalizing disorders). In particular, it is clear that the broad trait neuroticism/negative emotionality (N/NE; stress reactivity and a tendency to experience negative emotions) is moderately to strongly associated with all of the internalizing disorders, both concurrently and longitudinally. However, researchers have noted the relative dearth of studies that examine associations with more narrow facet-level traits. The current study examined the relations of N/NE facets with six of the internalizing disorders (i.e., depression, GAD, PTSD, social anxiety, panic, and OCD). The above symptoms were expected to load on to two higher order factors (fear and distress). Based on pilot analyses, a five-factor model for N/NE was hypothesized, consisting of sadness, anxiety, angry hostility, mistrust, and dependency. In addition, stress vulnerability marked the shared variance among these facets. I also examined associations between the disorders and four clinical traits (i.e., anxiety sensitivity, experiential avoidance, perfectionism, and intolerance of uncertainty) that are related to N/NE. Finally, I analyzed the associations of the N/NE facets and clinical traits with heterogeneous symptom dimensions within PTSD and OCD. Self-report and clinical interview data were collected from a college student sample (N = 373) and a psychiatric outpatient sample (N = 252; an additional 44 patients completed self-report measures only), with multiple measures of each internalizing disorder and personality trait described above. Structural equation modeling was used to remove shared variance among the six disorders and among the traits, allowing for the examination of relations across the unique variances of each construct. The hypothesized N/NE model provided a good fit to the data in both samples, as did the hypothesized psychopathology structure in the patient sample. However, markers of depression, panic, PTSD, and GAD were indistinguishable in the student sample and were therefore collapsed into a single factor. The results of the current study delineated unique patterns of association for each of the internalizing symptoms (as well as symptom dimensions within OCD and PTSD) in reference to the N/NE facets and clinical traits, highlighting shared and specific trait contributors. There was also evidence that all four clinical traits (as well as their subscales) are not redundant with N/NE and are differentially associated with the internalizing psychopathology examined here. The results of the current study helped clarify personality-psychopathology relations within a large network of traits and symptoms, while also controlling for the extensive overlap among these constructs. As such, implications for taxonomy, differential assessment, and structural models in these domains are discussed. Future research should focus on expanding this model to other traits and disorders, utilizing other methods of assessment such as informant data, and striving to delineate underlying mediating factors that may account for the pattern of associations found between traits and symptoms in the current study.

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Pixton, Tonya S. "Expecting Happy Women, Not Detecting the Angry Ones : Detection and Perceived Intensity of Facial Anger, Happiness, and Emotionality." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-57167.

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Faces provide cues for judgments regarding the emotional state of individuals. Using signal-detection methodology and a standardized stimulus set, the overall aim of the present dissertation was to investigate the detection of emotional facial expressions (i.e., angry and happy faces) with neutral expressions as the nontarget stimuli. Study I showed a happy-superiority effect and a bias towards reporting happiness in female faces. As work progressed, questions arose regarding whether the emotional stimuli were equal with regard to perceived strength of emotion, and whether the neutral faces were perceived as neutral. To further investigate the effect of stimulus quality on the obtained findings, Study II was designed such that the facial stimuli were rated on scales of happy-sad, angry-friendly, and emotionality. Results showed that ‘neutral’ facial expressions were not rated as neutral, and that there was a greater perceived distance between happy and neutral faces than between angry and neutral faces. These results were used to adjust the detectability measures to compensate for the varying distances of the angry and happy stimuli from the neutral stimuli in the emotional space. The happy-superiority effect was weakened, while an angry-female disadvantage remained. However, as these results were based upon different participant groups for detection and emotional rating, Study III was designed to investigate whether the results from Studies I and II could be replicated in a design where the same participants performed both tasks. Again, the results showed the non-neutrality of ‘neutral’ expressions and that happiness was more easily detected than anger, as shown in general emotion as well as specific emotion detection. Taken together, the overall results of the present dissertation demonstrate a happy-superiority effect that was greater for female than male faces, that angry-female faces were the most difficult to detect, and a bias to report female faces as happy.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 3: Manuscript.

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Adra, Linda. "Teacher emotionality in higher education : using a scholarly personal narrative approach to understand the life of a teacher." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14267/.

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In this study I use the qualitative methodology of Scholarly Personal Narrative (SPN) as developed by Nash (2004) and Nash & Bradley (2011) to explore the push and pull of my emotional journey as a teacher in a higher education context in Saudi Arabia. Despite the recent growth in research focusing on the role of emotions in education, teacher emotionality in a higher education context is still relatively under-researched. This negligence is partly related to epistemological and methodological traditions that have established dichotomies between emotion/reason, personal/public, and quantitative/ qualitative issues (Denzin, 2009); to the general assumption that in higher education emotions are the enemy of objectivity (Palmer 2007); and to the dominant discourse in higher education, which sometimes sees the affective as a threat to scholarly values. By using my personal emotional experience as a teacher, embodied in the form of short paradoxical vignettes of ‘love and hate’, and by using current scholarly literature to explicate and challenge my narrative, I highlight the ubiquitous role of emotions in the life of a teacher in higher education, with the aim of deepening understanding and encouraging further research in this arena, especially in the Saudi Arabian university context. I stress the importance of using a multidimensional lens that keeps teacher identity, relationships, change, and social, cultural and political structures in focus. The study shows how the use of the ‘power of paradox’ (Palmer, 2007) to understand the conflicting emotions of teaching results in an appreciation of the role of both negative and positive emotions in a teacher’s daily life. My Scholarly Personal Narrative ultimately serves as an example of how teachers can be “empowered by recognizing emotion as a site of personal transformation” (Schutz & Zembylas, 2009).

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Marmendal, Maarit. "Maternal separation in the rat : long-term effects of early life events on emotionality, drug response and neurobiology /." Göteborg : Göteborg University, Department of Psychology, 2005. http://www.loc.gov/catdir/toc/fy0705/2006411338.html.

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Stuhr, Paul T. "Teaching with Feeling: The Essence of Lived-Positive Emotionality and Care among Physical Education Teachers and their Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211367568.

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Lee, KyungSook. "The associations within children's emotionality, emotion regulation, parenting practices, and parental expressivity among children in low-income families." Diss., Connect to online resource - MSU authorized users, 2008.

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Denizli, Serkan. "The Role Of Hope And Study Skills In Predicting Test Anxiety Levels Of University Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604758/index.pdf.

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This study aimed at investigating the role of hope and study skills in predicting test anxiety levels of female and male university students. The sample consisted of 442 students from four different undergraduate programs of Faculty of Education at Ege University. Turkish version of State Hope Scale (SHS, Snyder, 1996), Turkish form of Dispositional Hope Scale (DHS, Akman &
Korkut, 1993), Study Skills Scale (SSI, Y*ld*r*m, Do*anay &
Tü
rko*lu, 2000) and Turkish form of Test Anxiety Inventory (TAI, Albayrak-Kaymak,1985
Ö
ner, 1986
1990
Ö
ner &
Albayrak Kaymak, 1986) were used for data collection. Adaptation study of the SHS and validity and reliability studies of the SSI were also conducted as part of the study. For the purpose of investigating the role of hope and study skills in predicting worry and emotionality dimensions of test anxiety, four stepwise multiple regression analyses were conducted separately for the worry and emotionality subscales scores of females and males. SHS scores, DHS scores, Course Participation subscale scores and Effective Reading subscale scores appeared as significant predictors for the emotionality scores, whereas SHS scores, Course Participation subscale scores and Effective Reading subscale scores emerged as significant predictors of the worry scores for the female group. The State Hope Scale (SHS) scores, Preparation for Exams subscale score, the Dispositional Hope Scale Scores (DHS), and Listening Subscale scores predicted the emotionality scores of the male students, and the State Hope Scale (SHS) scores, Preparation for Exams subscale, the Dispositional Hope, Motivation subscale, Health and Nutrition subscale and Writing Subscale scores predicted the worry scores of the male students.

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Орлова, К. С., Світлана Василівна Єрмоленко, Светлана Васильевна Ермоленко, and Svitlana Vasylivna Yermolenko. "Емоційність як функція лінгвістичних одиниць." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64703.

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У даній роботі було досліджене таке лінгвістичне явище як емоційність. Мета роботи полягала у розумінні значень емоційнозабарвлених компонентів та розмежування більш експресивних лінгвістичних одиниць серед інших менш емоційних часток.

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Immel, Christopher. "Identifying Protective Factors of Posttraumatic Stress Disorder, Depression, and Self-Reported Health Outcomes of Residential Fire Survivors." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37732.

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Posttraumatic Stress Disorder (PTSD) has been demonstrated as the primary pathway through which morbidity and mortality is achieved post-trauma. However, less is known about protective factors to PTSD, depression, and self-reported health outcomes of adults following a traumatic event. Through examination of residential fire survivors, the current project evaluated the predictive validity of protective factors of PTSD as they relate to PTSD, depression, and somatic health outcomes. Additionally, the project collapsed the three outcomes variables into a unified health construct and evaluated protective factors ability to predict health. It was hypothesized the peritraumatic emotionality, social support, and resource loss would predict PTSD, depression, and somatic health. Additionally, it was predicted that peritraumatic emotionality, social support, and resource loss would predict a unified construct of health. Participants were assessed via self-report and semi-structured interviews approximately four months post-fire. Results of the current project demonstrated strong associations amongst peritraumatic emotionality and resource loss for many of the outcome variables. However, social support was not found to be a predictor of any of the outcomes variables. When evaluating the unified health construct, resource loss was found to significant predict a resilient group of trauma survivors four months post-fire. The present study suggests lower peritraumatic emotionality and lower sustained resource loss are significant protective factors for resiliency from trauma.
Ph. D.

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Falbe, Sandra. "Fictional orality in the German television series "Türkisch für Anfänger" and its translations into Romance languages: the expression of emotionality." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/348885.

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El presente estudio se propone investigar el significado interpersonal del lenguaje y su papel en la cultura de los medios de comunicación actuales. Con este fin se examinará un corpus de textos audiovisuales formado por la comedia de situación alemana Türkisch für Anfänger y de sus traducciones a las lenguas románicas como el catalán y el francés. El análisis se basa en la transcripción multimodal de los primeros episodios de la sitcom, e incluye tanto la transcripción de los códigos verbales como de los paraverbales y no verbales (gestos, expresiones faciales, cinematografía, etc.). Para analizar el significado interpersonal en los diferentes niveles narrativos (extradiegético e intradiegético), el estudio parte de la teoría de la valoración, recientemente aplicada en los estudios de traducción.
The present study aims to explore the role of interpersonal layers of meaning in the current media culture of distance. With this aim in mind, we examine a corpus of audiovisual texts composed of the German sitcom Türkisch für Anfänger and its translations into Romance languages such as Catalan and French. The analysis is based on a multimodal transcript of the first episodes including not only the verbal context but also paraverbal, nonverbal (gestures, facial expressions, etc.) and shooting details. In order to explain the interpersonal layers on the extradiegetic and intradiegetic level of narration in film we draw on the theoretical framework of appraisal theory which in recent years has been applied to translation studies.

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Dissertations / Theses on the topic 'Emotionality'

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