Felt emotions,and verbally communicated emotions: the case of pride

Potential discrepancies between felt and verbally communicated emotions elicited by two Pride events (‘selected for a job among a large group’ and ‘being congratulated for one's own new partner’) were studied by means of a structured questionnaire. Italian male (n = 88) and female (n = 107) university students attributed felt and communicated emotions to the event protagonist P, choosing from a list of 14 emotions; the communication occurred with P‘s partner or friend, or with an acquaintance. Statistical analyses of subjects’ attributions confirmed the hypothesis that felt emotions are regulated in verbal communication to others: pride, triumph, self-satisfaction and excitement were de-emphasized in communication; joy, satisfaction, happiness and surprise were intensified; other emotions were communicated as felt. Event type, and to a lesser extent sex of subject, significantly influenced the direction and extent of regulation. The results are interpreted as showing that the verbal communication of emotion is influenced by emotion-related social norms and beliefs.     

A Multilevel Analysis of Relationships Between Leaders' and Subordinates' Emotional Intelligence and Emotional Outcomes

The present study examined relationships between leaders' emotional intelligence (EI) and subordinates' emotion and work attitudes and between leaders' and subordinates' EI and work outcomes. School directors and educators completed measures of EI, affect at work, job satisfaction, and burnout. A series of multilevel analyses found that leaders' use of emotion was positively related to subordinates' work emotionality and attitudes, whereas leaders' emotion regulation and self‐emotion appraisal were negatively related to subordinates' emotion and work attitudes. Leaders' and subordinates' own EI was positively related to their own work emotionality and job satisfaction. These findings support a social interactionist perspective on emotions at work and a multilevel understanding of the effects of leaders' emotions intrapersonally and interpersonally.     

Interviewees' overuse of the word "like" and hesitations: effects in simulated hiring decisions

This study examined the use of hesitations and discourse markers such as "uh" and "like," sex of an interviewee, and professional or student participants on hiring decisions of job interviewees. Participants consisted of 105 students between the ages of 18 to 43 years and 71 professionals between the ages of 22 to 76 years (120 women, 56 men). Adult professionals and students were least likely to want to hire, perceived the applicant as less professional, and were less likely to recommend the interviewee for hiring if the interviewee overused the word "like" compared to "uh" or control. Professionals were less likely than students overall to want to hire interviewees across conditions. Sex of the interviewee was not found to be significant.     

典型教育情境中教师的情绪预测准确性

采取师生配对研究设计,选择典型教育情境,系统考察了教师对学生情绪预测的准确性。跨样本、跨情境的三个现场研究结果表明：教师未能准确预测学生情绪,出现了明显的预测偏差。较之基本情绪,教师对学生复杂情绪的预测更不准确;较之低唤醒情绪,教师对高唤醒情绪的预测更不准确;尽管教师预测不准,但并未出现明显的高低估趋势。研究贴近教育实际,具有良好的生态学效度,并在情绪测量方法、准确性统计指标方面进行了新的探索。     

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link between teachers' valence appraisals (i.e., how positive or negative an event was) and emotions in response to the event (i.e., enjoyment, anger, anxiety, self-, and other-related emotions). It was expected that teachers would be more emotionally reactive to events involving students whom they perceived as more disruptive in the past. Study 1 (N = 218 teachers) examined one teacher-selected relevant event of a workday with an individual student. Study 2 (N = 37 teachers) examined multiple events collected through daily diaries across the school year regarding two target students (N = 77) varying in perceived disruptive behavior. Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.     

Emotions at primary school: Negative achievement emotions and their relation with emotional competencies in ethnic minority and majority students

Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well‐being at school among minority and majority students.     

人际间情绪预测过程中的样例锚定效应

以教师预测学生的情绪为例,考察人际间情绪预测中是否存在样例锚定效应。两个实验分别采取自由回忆和样例启动范式操纵样例锚,并请教师预测典型教育情境中学生的情绪反应。结果发现,样例中学生的情绪越强烈,教师预测学生的情绪也越强烈,预测的准确性越低。可见,在教师预测学生情绪这样的人际间情绪预测过程中,存在样例锚定效应,但只有典型的样例锚才能促进情绪预测的准确性。     

Students' daily emotions in the classroom: Intra‐individual variability and appraisal correlates

Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variability in emotional experiences and (2) to investigate how competence and value appraisals are associated with emotions. It was hypothesized that emotions would show substantial within‐student variability and that there would be within‐person associations between competence and value appraisals and the emotions. Sample(s). The sample consisted of 120 grade 7 students (52%, girls) in 5 randomly selected classrooms in a secondary school. Method. A diary method was used to acquire daily process variables of emotions and appraisals. Daily emotions and daily appraisals were assessed using items adapted from existing measures. Results. Multi‐level modelling was used to test the hypotheses. As predicted, the within‐person variability in emotional states accounted for between 41% (for pride) and 70% (for anxiety) of total variability in the emotional states. Also as hypothesized, the appraisals were generally associated with the emotions. Conclusions. The within‐student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within‐student variability in emotions is systematic.     

民警社交媒体自我呈现对工作满意度的影响—积极情绪的中介作用

为探讨民警在社交媒体中自我呈现策略与工作满意度的关系,以及积极情绪的中介作用,采用积极情感消极情感量表、工作满意度量表以及自我呈现问卷对242名民警进行问卷调查,结果表明：（1）民警在社交媒体中的积极自我呈现和真实自我呈现分别与积极情绪、工作满意度两两之间显著正相关,积极自我呈现与积极情绪、工作满意度的相关性更高;（2）民警在社交媒体中的积极自我呈现和真实自我呈现对工作满意度有正向预测作用,并通过积极情绪的中介作用对工作满意度产生影响。     

A Longitudinal Study of Factors Influencing Occupational Therapy Students' Practice Preference from Pre-Admission Through Job Selection

Abstract

The number of occupational therapists and students choosing to practice in the area of mental health continues to decline. A longitudinal comparative study was conducted using a class of 27 Bachelor's and 20 Master's students, to examine the factors that influence the students' practice area preference at three points from pre-admission to job selection. The major influential factors were similar for both groups. At pre-admission, observation, volunteer work or a job in OT or a related field was reported to be the most influential factor in choosing a practice area preference. At level II fieldwork, positive influences on practice area preference were generally higher for physical disabilities, and negative influences were higher for mental health. At job selection, availability of a job and patient population were the most important influencing factors. Pre-admission experiences, level II fieldwork, and professionally challenging aspects of the practice area preference were the most important retrospective experiences influencing preference for practice area. In order to maintain or increase a presence in mental health the profession may need to expand OT students' pre-admission experiential expectations, professional mental health supports, and job opportunities in mental health.     

Achievement emotions in elementary,middle, and high school: How do students feel about specific contexts in terms of settings and subject‐domains?

The present work investigates students' representation of achievement emotions, focusing in context‐specific situations in terms of settings and subject‐domains, as a function of grade level. We involved 527 fourth‐, seventh‐, and eleventh‐graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait‐multimethod analyses indicated higher salience of subject‐domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain‐specificity.     

Structural Model of Coping and Emotions Produced by Taking a New Job

The relationship of preventive and combative coping resources to appraisals and emotions produced by taking a new job was investigated at 2 separate times. Participants consisted of 231 graduate students who completed inventories measuring these variables regarding their last employment experience. The results of the structural model suggested that preventive coping resources may affect the appraised desirability of taking a new job as well as Initial emotions related to this event, and that combative coping resources may affect subsequent emotional responses. The implications of these results for timing interventions by employment counselors using stress counseling techniques are discussed.     

Transformational leadership and customer service: A moderated mediation model of negative affectivity and emotion regulation

Integrating theories from leadership, emotion management, affectivity, and customer service, this study examines how transformational leadership leads to favourable customer intentions via the mediation of service employees' emotion regulation, job satisfaction, and their service performance and via the moderation of employee negative affectivity. Results obtained from data of 204 matched sets of managers, service employees, and customers show that the effect of transformational leadership on amplification of pleasant emotions was conditioned on service employees' negative affectivity. Employee service performance partially mediated the effect of job satisfaction on customer outcomes. Finally, overall results reveal that transformational leadership and amplification of pleasant emotions were more strongly related to the customer outcomes, as mediated through the intervening variables in the model, when negative affectivity was high than when negative affectivity was low. Results have implications for how service workers with negative affectivity can manage their emotions to achieve effective service outcomes through interactions with a leader, how the effect of transformational leadership can be bounded, and how transformational leadership and emotion regulation are relevant to customer service.     

Development of the Japanese Version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES-J)1,2

The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions.     

中小学教师情绪工作策略及特性与工作满意度的关系研究

以情绪工作的资源守恒为理论基础, 通过问卷调查, 探讨了368名中小学教师情绪工作策略及其特性与工作满意度的关系。结果发现:①表面行为策略与工作满意度负相关显著, 主动深度行为策略和被动深度行为策略与工作满意度正相关显著。②情绪表达多样性和持久性与工作满意度负相关显著, 并与表面行为策略成正相关显著, 与被动深度行为策略负相关显著;③表面行为策略在情绪表达多样性对工作满意度的影响起部分中介作用, 被动深度行为策略在情绪表达多样性对工作满意度的影响中起完全中介作用。     

Daily suppression of discrete emotions during the work of police service workers and criminal investigation officers

The aim of the present research among Dutch police officers was to examine whether fluctuations in emotional job demands predict exhaustion through the suppression of discrete emotions. A first diary study (N =25) tested how the suppression of discrete emotions is related to exhaustion at the end of the work shift of police call-center service workers. Results revealed that suppressing anger was positively related to exhaustion at the end of a work shift, whereas suppressing happiness was not. A second study (N=41) among criminal investigation officers showed that the emotions anger, abhorrence, and sadness were among the most common negative emotions that were suppressed as part of the emotional labor of this specialized occupational group. Results of a third (diary) study (N=39) confirmed that emotional dissonance and more particularly the suppression of abhorrence mediated the relationship between emotional job demands and exhaustion at the end of a work shift.     

Individual Differences in Emotion Regulation,Emotional Experiences at Work,and Work‐related Outcomes: A Two‐Study Investigation

The relationships among individual differences in emotion regulation (i.e., habitual tendencies to use reappraisal vs. suppression), employee emotions at work, and job performance and satisfaction were examined with 2 samples. Results indicated that reappraisal was positively associated with positive emotions and negatively associated with negative emotions. However, different from prior research, no emotional correlates were found for suppression. Further, it was found that job satisfaction was positively associated with positive emotions and negatively associated with negative emotions. Self‐rating of job performance was positively related to positive emotions, but was not significantly related to negative emotions.     

Can intervention in emotional competences increase employability prospects of unemployed adults?

The purpose of the present study is to explore the effects of a structured intervention in emotional competences (EC) on employability prospects of unemployed adults. More precisely, the objective is to analyse whether enhancing EC (such as identifying and expressing emotions, understanding emotions, and regulating one's own and others' emotions) can improve perception of employability, job search, entrepreneurial intention and entrepreneurial self-efficacy and improve reemployment success among unemployed participants. Seventy three participants were randomly assigned to either an experimental (40) or control group (33), and the experimental group underwent a 15 h intervention focused on improving EC and developing effective emotion regulation strategies. Both groups completed all the measures before the intervention (T1), one month later (T2), and six months after the intervention (T3). The results showed that the participants in the experimental group significantly increased their level of perceived employability, overall entrepreneurial self-efficacy, and three dimensions of entrepreneurial self-efficacy after the intervention, unlike their control group counterparts. Moreover, the experimental group showed more reemployment success and less reemployment delay than the control group. No changes were detected in job search or entrepreneurial intention in either group after the intervention. In addition, the positive effects of the intervention were not maintained six months after the intervention. The results suggest that structured interventions in EC can increase people's beliefs in their own capabilities (entrepreneurial self-efficacy) and their ability to find employment (employability) and can contribute to the actual reemployment.     

Drop the Small Talk When Establishing Baseline Behaviour in Interviews

The present experiment investigated the behavioural patterns of interviewees when comparing their baseline behaviour, prior to the interview, with their behaviour during the investigative interview. Similar to what has been advised in the police literature, the truthful baseline behaviour was established prior to the interview through non‐threatening questions. The investigative part of the interview then followed in which the interviewee was aware that they would be assessed on whether they were lying. During the investigative part, interviewees either discussed the job that they had (truth tellers, n = 128) or pretended to have (liars, n = 115). Findings revealed that both liars and truth tellers' behavioural patterns differed between the baseline behaviour and the investigative part of the interview. The findings suggest small talk should not be used as a baseline comparison with the investigative part of the interview when determining if the interviewee is being deceitful. An alternative way of using a baseline lie detection method, the comparable truth method, is discussed. Copyright © 2014 John Wiley & Sons, Ltd.