Dissertations / Theses on the topic 'Personal emotional learning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 17 dissertations / theses for your research on the topic 'Personal emotional learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Alexander, Loris, and na. "Visual art dialogue in personal psychological learning a private journey with public relevance." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20061006.153107.
Full textLjung, Tove. "Learning by Failing : A qualitative study on entrepreneurial failure and how entrepreneurs respond to their past mistakes." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414753.
Full textFarmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.
Full textPratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.
Full textConlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
Full textNishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
Khan, Ali Mehmood [Verfasser], Michael [Akademischer Betreuer] [Gutachter] Lawo, and Dongyi [Gutachter] Chen. "Personal State and Emotion Monitoring by Wearable Computing and Machine Learning / Ali Mehmood Khan ; Gutachter: Michael Lawo, Dongyi Chen ; Betreuer: Michael Lawo." Bremen : Staats- und Universitätsbibliothek Bremen, 2017. http://d-nb.info/1144439434/34.
Full textLundström, Mats. "Våld - utmaning och utmattning : vårdares utsatthet och upplevelser i samband med våld i gruppbostäder för personer med utvecklingsstörning." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-780.
Full textSAMMANFATTNING Avhandlingens övergripande syfte är att undersöka förekomst av våld mot vårdare som arbetar i gruppbostäder för personer med utvecklingsstörning samt arbetsklimatets och personlighetens betydelse för upplevelser av påfrestning och utsatthet för våld bland vårdare. Avhandlingen omfattar fyra delstudier utförda bland vårdare som arbetar i gruppbostäder för personer med utvecklingsstörning. I delstudie I insamlades data om vårdares utsatthet för våld och information om vårdarnas bakgrund med hjälp av en enkät. I delstudierna II och III ombads vårdarna att fylla i instrument som skattade deras personlighet, upplevelser av arbetsklimat, emotionella reaktioner, upplevelse av påfrestning samt upplevelse av utbränning. I syfte att belysa vårdares upplevelser av att vara utsatt för våld genomfördes 50 narrativa intervjuer med 44 vårdare. Intervjuerna transkriberades och tolkades med hjälp av kvalitativ innehållsanalys. Resultaten visar att 31% av vårdarna (n=120) hade varit utsatt för våld under det föregående året och fysiskt våld var den vanligaste typen av våld. Alla kategorier av vårdare var utsatta för våld och emotionella reaktioner var vanligt förekommande. Svaga samband framkom mellan rapporterad utsatthet för våld och vårdares ålder och utbildning (I). Bland vårdare i studie II och III som besvarat alla instrument (n=112), rapporterade 45 vårdare (40%) att de utsatts för våld. En signifikant skillnad avseende ålder framkom mellan de som rapporterat våld respektive inte rapporterat våld. Bland de svarande var 30% (n=41) av vårdarna i en riskzon för utbränning (burnout). Sambanden mellan utsatthet för våld och vårdares upplevelser av arbetsklimat (CCQ) visade att ’debates’ var den enda faktorn som var genomsnittligt högre bland de som rapporterat våld från vårdtagare. Vårdarnas emotionella reaktioner (ERNC) påfrestningsfaktorer (SNC) och arbetsklimatfaktorerna förklarade 35% av variansen i utbrändhetsvärden (II). Inget signifikant samband framkom mellan vårdares personlighet (TCI och RSES) och utsatthet för våld. Personlighetsdimensionerna förklarade 32% av variansen i vårdarnas upplevelse av utbränning (III). Resultaten visade inget signifikant samband mellan vårdares personlighet och utsatthet för våld men de som blivit utsatta för våld rapporterade mer emotionell utmattning än inte utsatta vårdare (III). Vårdare utsatta för våld rapporterade upplevelser av maktlöshet, otillräcklighet och vrede i samband med våld. De rapporterade också att utsatthet för våld mycket sällan följdes av stöd från arbetsledare (I). Resultat från intervjuer med vårdare utsatta för våld indikerar att deras upplevelser av våld handlar om att “falla i bitar” och att “hålla ihop”. Falla i bitar innebär upplevelser av rädsla, maktlöshet, sorgsenhet, vrede och tidlöshet medan hålla ihop innebär glädje, respekt, självreflektion och tillvänjning. Destruktiva upplevelser balanseras genom en konstruktiv syn på situationen och vårdarna strävar efter att upprätthålla respekten för den boende som person och att hålla ihop situationen och sig själva (IV). Resultaten visar att våld förekommer ofta och att en stor proportion av utsatta vårdare löper risk för utbränning. Det var inte möjligt att bekräfta samband mellan utsatthet för våld och vårdares personlighet, upplevelse av arbetsklimat, emotionella reaktioner, påfrestning samt utbränning. Resultaten diskuteras i relation till hur det är att leva och arbeta i en miljö där våld ofta förekommer.
Mallard, Simon. "Place et rôle des dimensions émotionnelles et socioaffectives dans les dispositifs de formation : le cas de « l’École des Managers », université d’entreprise à La Poste." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20008.
Full textThe objective of this thesis is to determine the role and the place of emotional and socioaffective dimensions in training system devised for managers. These dimensions were considered through a biopsychosocial approach that allowed us to regard emotions as a situated, embodied and social practice. By feeling or expressing these dimensions, the social individual is exposed to three relations: the self, to others and to the (in) ability to put him/herself into action. Grounded theory analysis was preferred, with an empirical, inductive and iterative approach. The main results indicate the importance of these dimensions in the training system. An important emotional work, both individual and collective, influences and feeds this system. In addition, laughter, if it has some benefits for participants, also fosters a social positioning of managers in the training group and the professional group of managers. Finally, interest constitutes a necessary emotion in the training engagement
Santamaria, Galindo Maria del Carmen. "L'appréhension de la prévention des Risques Psychosociaux : perception des acteurs et des organisations. Une étude des différences culturelles entre les services de santé au travail interentreprises (SSTI) et les servicios de prévention agents (SPA)." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30053.
Full textWe would like to understand how the new preventors in professionnel risks cand develop new abilitys and knowlegde. We would like to compare this french population to the spanish one in order to understand how organisations and existence or not of a team work and emotionnel skills can help those professionnels to learn psychosocial risks prevention
Pham, Quang Long. "Émotions et apprentissage en situation tutorale au travail : le cas d'agents de soin mortuaire." Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM0999/document.
Full textThis research concerns the role of situated emotions in workplace learning. The chosen empirical field is the one of agents of mortuary care in situation of interaction tutorale in activities which are new for them. The centrality of emotions in this context seems obvious, an obvious fact that we question in putting in object the emotions. Taking of a distance is made with the prescriptive dimensions or a social control of emotions which are besides necessary. We propose to analyse what it takes place upstream to what the subjects « make » emotions, also putting the focal on the fact that the emotions « make for them ». The emotions, from their appearance to their decrease settle a regime of specific activity aiming first of all to reduce this so displayed tension. The undertaken approach aims at observing according to which modalities this reduction of the emotion tension can come along with a formative dimension. So the formulation of hypothesis of research concern the function of the emotions on the trainee and on their fonctionnalisation by the dyade tutorale in a formative aim. The mobilized theoretical referents are mainly taken from the field of the training of the adults, the psychology of the learning, the emotions and the work. From an analysis of the activity of dyades associating tutor and trainee, we retain a multimodal approach of the interactions. The obtained results are two orders : first, a methodological result by the proposal of a methodogy of access to the situated emotions ; then, a theoretical result by the differentiation of functions of the emotions in the tutorale workplace : function of energy mobilization for the subject, function of revelation of significant moments of learning for the subject, and the social function allowing the subjects to coordinate their action
Muriithi, Paul Mutuanyingi. "A case for memory enhancement : ethical, social, legal, and policy implications for enhancing the memory." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-case-for-memory-enhancement-ethical-social-legal-and-policy-implications-for-enhancing-the-memory(bf11d09d-6326-49d2-8ef3-a40340471acf).html.
Full textKWAN, PEI-YING, and 關佩云. "The Effects of Personal Attributes, Perceptual Learning and Emotional Intelligences on Learning Styles – A Comparative Study Between Undergraduate Students in Taiwan and Malaysia." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/34259926151092351140.
Full text逢甲大學
企業管理學系
105
In this competitive society, students must choose an appropriate learning styles, so that they can quickly absorb knowledge to increase their competitive advantage. As Taiwan and Malaysia differ from culture and education system, therefore, for learning habit and learning environment aspect will have difference. Based on personal gene and experience accumulation, it will cause that everyone will have different learning styles. The purpose of this study is to investigate that the effects of personal attributes, perceptual learning and emotional intelligences on learning styles which is a comparative study between undergraduate students in Malaysia and Taiwan. The sample consisted of Taiwanese and Malaysian Undergraduate Students with total 811 validated samples collected by the end. The results indicated that learning attitudes as part of perceptual learning had direct significant influence on concrete experience. GPA as part of personal attributes and use of emotional had opposite significant influence on reflective observation. Gender as a part of personal attributes and others emotional assessment as part of emotional intelligences had direct significant influence on abstract conceptualization, while for the perceptual learning had opposite influence on abstract conceptualization. Most of Taiwanese and Malaysian undergraduate students tended to diverging styles, but they least tended to accommodating styles. As a whole, the effects of personal attributes, perceptual learning and emotional intelligences on learning styles of Taiwanese and Malaysian undergraduate students had significant differences. The most preference and least preference learning styles of Taiwanese undergraduate students same as Malaysian undergraduate students while differ in learning environment. Simultaneously, our study provided recommendation for future study and practical training to yield learners are train under an appropriate teaching method and design.
Mei, Chien Ching, and 簡菁美. "A Study of Low Personal Intelligent Students’ Emotional Disturbances and Adaptations during the Cooperative Process of a Project-Based Learning Activity." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/98496363873493333601.
Full text國立嘉義大學
教育科技研究所
92
The main purpose of this research is to explore what emotional disturbances that low personal intelligent undergraduate students were aroused when they were working cooperatively with other team members in a Project-based Learning (PBL) activity and how they adapted to the situation. Using a case study method, the researcher conducted in-depth interviews with and collected document from three students who had been identified with low personal intelligence according to Gardner’s theory of Multiple Intelligences. All the data were then transformed, coded and further analyzed in order to answer the research questions. The main findings of this research are as follows: The emotional disturbances of the low personal intelligent undergraduate students during the Project-Based Learning activity: 1. The Project-Based Learning activity can be arranged into five different stages: Group formation, Topic generation, Data collection (both second-handed and first-handed), and Multimedia production. The subjects all had certain degree of emotional disturbance in the above five stages. 2. The main factors for causing the emotional disturbance are two-folded: the internal ones which are related to low personal intelligence and the external one which are not related to low personal intelligence. 3. Three major kinds of emotional disturbances are discovered: one with relationship to the project topics, one with relationship to the interpersonal relationship, and the third one with relationship to students’ self-concept. The adaptation strategies subjects used in the emotionally disturbing situations and the results of such adaptations: 1. Three types of adaptation strategies that the subjects employed to adjust to their emotional disturbance are: Looking for other resources, Self-coping and Doing nothing. Self-coping was used most often. 2. Most of the emotional disturbances and adaptations are related to interpersonal relationship and communication. 3. Talking to other persons about their problems and concerns had positive effect on reducing subjects’ emotional disturbances. 4. Taking courses on or reading related books on human relationship and self-concept had little impact on decreasing the subjects’ emotional disturbances. 5. There was a tendency for the subjects to lose confidence and self-esteem if they failed to deal with interpersonal problems in the first place. 6. The connections between the subjects’ emotional disturbances and the adaptation strategies they used to cope with them can be organized into four types: one disturbance with one adaptation strategy; one disturbance with multiple adaptation strategies; one disturbance but without any adaptation strategies; and multiple disturbances with one adaptation strategy.
Lin, Chun Fu, and 林俊甫. "The influence of personal factor and emotion on game-based creativity learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/52882285640913320794.
Full text國立臺灣大學
工程科學及海洋工程學研究所
102
Data mining technique and game-based learning were applied in this study to explore how a user’s personal traits affect learning performance in game-based learning. Learning styles lead to unique ways of learning (Ross, Drysdale, &; Schulz, 2001). This study considered a learning style to analyze user perceptions of a game, using k-means clustering. The goals of the study were as follows. (1) To analyze the relationship between personal traits and learning experience. (2) To analyze the relationship between gender, college and learning attitude. Ninety-four undergraduate students participated in the first stage of the study, the purpose of which was to explore the relationship between personal traits such as learning styles and learning perception in game-based learning. Moreover, personal factor, gender and college were used to examine the potential factors that may influence creativity learning attitudes. The results showed that learning performance differed significantly between gender and college. This study aimed to develop adaptive suggestions for personalized learning and enhance learning performance in game-based learning.
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textPreston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.
Full textEducational Management and Leadership
M. Ed. (Educational Management)