Purpose - This paper aims to explore how children's developing ability to effectively regulate their emotions influences their consumer behavior. Design/methodology/approach - Working with 80 children and one of their parents, this study used direct observations of child behavior in a task where they needed to regulate their emotions and a survey of parents about their child's emotional development and consumer behavior. The research used quantitative methods to test whether children's emotion regulation predicted parent reported consumer behavior (e.g. purchase requests, parent-child purchase related conflict) via multiple regression analyses. Findings - After controlling for children's age and linguistic competence, the study found that children's ability to control positively valenced emotions predicted consumer behavior. Specifically, children who had more difficulty suppressing joy/happiness were more likely to ask their parents for consumer goods and were more likely to argue with parents about these purchases. Practical implications - Content analyses of commercials targeting children have shown that many of the persuasive appeals used by advertisers are emotionally charged and often feature marketing characters that children find affectively pleasing. These findings suggest that these types of marketing appeals may overwhelm younger children which can lead to conflict with parents. Consequently, marketers and policy makers may want to re-examine the use of such tactics with younger consumers. Originality/value - While the potential link between children's emotional development and consumer behavior has been suggested in theoretical work, this is the first known study to empirically test this theorized relationship.

Medical educators, clinical trainers, and professional organizations that have responded to the need to humanize medicine have not explored prospects for affective development in distance education. In this dissertation, the author explored narrative as an affective learning technique. Medical fiction, lay exposition, autobiography and other written forms of patient narratives, as well as multimedia presentations, movies, music, song, and visual arts were explored and analyzed for use in teaching medical professionalism to online health science students. A collection of narratives and learning activities for teaching medical professionalism in an online class were presented. Finally, a comparison study evaluated the use of narrative medicine to foster professional development in an online class. The use of narrative to introduce professionalism and help online students internalize the humanistic values of empathy and compassion was grounded in affective theories of moral development. Quantitative evaluation of medical professionalism was performed using the Jefferson Scale of Physician Empathy (JSPE), a psychometrically sound instrument designed to measure empathy in the context of patient care. Comparisons of mean changes in empathy suggest that the treatment group experienced significant changes in total empathy, reflected by increased scores in all elements of the JSPE. These results were validated by a qualitative review of student discussion posts, course evaluations, and instructor feedback. The goal was to explore affective development and the educational value that narrative brings to teaching medical professionalism in the online class. The study helped to clarify the role of narrative in transformative learning. The implication is that online students can benefit from exposure to narrative. The relationship between narrative and medical professionalism may have applications for educational theory, medical and allied health practice, public policy, and future research.

Cette recherche d’inspiration socioconstructiviste vise à explorer comment s’opèrent les processus de valorisation de soi chez les adolescents dévalorisés par la société et par le système scolaire. Par processus de valorisation de soi nous entendons la dynamique par laquelle le sujet accorde du sens et de la valeur à son existence. À travers les concepts piagétiens d’équilibration et à l’aide de la théorie de la reconnaissance nous avons développé une modélisation des processus de valorisation de soi. Grâce aux recherches conduites dans le domaine de l’expérience esthétique, de l’éducation artistique et culturelle et en psychologie de l’orientation, nous avons précisé l’application de notre modèle théorique dans le réel. Ainsi, nous avons pu conduire notre expérimentation auprès de dix adolescents mauriciens de 13 à 15 ans venant de milieux défavorisés et en situation d’échec scolaire au sein d’un dispositif d’ateliers d’arts plastiques pendant un an. Les études de cas conduites à partir de l’observation des conduites et des entretiens semi directifs sur les projets professionnels des sujets révèlent la difficulté des adolescents à réguler les conduites de respect des animatrices, des pairs et du travail lorsqu’ils construisent de nouvelles conduites d’organisation, de participation et de valorisation. Elles mettent en exergue la fragilité des constructions cognitives, affectives et sociales chez ces adolescents en situation précaire et nous donnent des indications sur les structures de soi en jeu lorsque les adolescents cherchent à être valorisés (la conscience de soi) ou à établir des relations de réciprocité (la représentation de soi). Enfin, cette recherche exploratoire identifie les pistes qui pourraient être approfondies pour mieux comprendre les processus d’équilibration chez cette population dans une perspective développementale affective et sociale, afin de proposer des interventions éducatives favorisant la construction de soi. / This research aims at exploring the self-valuation processes by adopting a socio-constructivist approach, in teenagers who have been depreciated by the society and the school system. Self-valuation processes represent the dynamics through which the subject makes sense of and values his existence. Through the piagetian concepts of equilibration and with the help of recognition theories we developed a self-valuation process model, which practical implications have been enriched by studies conducted on aesthetic experience, on artistic and cultural education and on vocational psychology. In this respect, we have conducted a one year experiment in art workshops with ten teenagers, aged thirteen to fifthteen, coming from underprivileged environment and having experienced school failure. The case studies based on the teenagers’ behaviour observations and semi-directed interviews on their professional projects revealed the difficulty subjects encountered in regulating behaviours related to the respect of the facilitators, peers and work, while developing new behaviours such as organisation, participation and valuing behaviours. Findings outline the fragility of cognitive, affective and social constructions in these teenagers and give us indications on the self-structures involved when the teenagers try to value themselves (self-consciousness) or built reciprocal relationships (self-representation). Finally, this exploratory research identifies pathways to understand the equilibration process in this population through affective and social developmental lenses, in order to develop educational projects fostering self-development.

Solicitud de envío manuscrito de artículo científico. / Esta investigación tiene como objetivo diagnóstico explorar aspectos socio-afectivos en un grupo de niños y como objetivo de intervención, explorar los cambios que produce la aplicación del programa EmocionARTE. Mediante un diseño de investigación-acción, participaron cinco niños entre 3 y 5 años. Los instrumentos utilizados fueron: entrevistas semi-estructuradas a los padres de los participantes; y con los niños, se empleó la observación-participante no estructurada y preguntas conectadas. Para el programa se aplicaron técnicas como el juego y el arte, y los temas se abordaron desde la jerarquización de problemas y necesidades que identificaron los padres. Se utilizó una herramienta pre y post test, que ayudó a comparar los resultados del proceso. Se mostraron cambios positivos en los participantes del programa. / This research has as a diagnostic objective to explore socio-affective aspects in a group of children and as an intervention objective, to explore the changes produced by the application of the EmocionARTE program. Using an action research design, five children between 3 and 5 years old participated. The instruments used were: semi-structured interviews with the parents of the participants; and with the children, unstructured participant observation and connected questions were used. Techniques such as play and art were applied to the program, and topics were addressed from the hierarchy of problems and needs identified by parents. A pre and post test tool was used, which helped to compare the results of the process. Positive changes were shown in program participants. / Tesis

Affective learning forms part of all kinds of educational experiences, regardless of whether the primary focus of learning is on the psychomotor or the cognitive domain. When students are exposed to these different types of educational experiences, their feelings or emotions will be stirred (Bastable 2003: 333). The aim of this study was to investigate the affective experiences of students who were enrolled for an online module, as part of their study programme. The study specifically aimed to investigate the meanings that students attached to their affective experiences during the module. The rationale of this study was based on the fact that students have affective experiences that influence their decision to persevere with a course. The purpose of this study was thus to explore and interpret the participants’ affective experiences in an online learning environment and to discover important categories of meaning (Marshall&Rossman 1999:33). The basis for the study was the fifth module of a two-year tutored master’s degree in computer-assisted education. This module, with its focus on e-learning, was presented entirely online for a period of six weeks. A game was played in cyberspace; and as the learning experiences of participants were based on surfing the Web, the game was called CyberSurfiver. In the e-learning environment, participants had to interact and communicate mainly by means of e-mail, Internet groups, and the online learning platform WebCT. Participants could also communicate synchronously by means of the Internet-based synchronous tool called Yahoo! Messenger. A qualitative approach was used for this research. A case study was chosen as a design for this study because it reflects particularistic, descriptive and heuristic characteristics. On the one hand, the case study could be related to the online culture but, on the other hand, the study aimed at interpreting meaning attached to experiences within the online culture. This study can be seen as falling within the constructivist-hermeneutic-interpretivist-qualitative paradigm. In this study, two focus group interviews were used as the principal method of data collection. The main purpose of the focus group interviews was to collect data about the affective experiences of participants. The first category identified during the data analysis and coding process of this study was called Curative Factors. The second category was called Process of Affective Development. It was concluded that the participants’ affective development could be compared to the levels of Krathwohl’s Taxonomy. The participants’ affective development were further assessed by means of a learning cycle model developed by Kort and Reilly (2002a:60-61). A third category namely <c>Inhibiting Factors was identified. The findings of this study emphasise the importance of the recognition of the holistic nature of the online students and their experiences, which imply that affective development cannot be separated from cognitive and psychomotor development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Tout autant que la mère, le père est une figure d’attachement importante pour l’enfant. Toutefois le lien d’attachement père-enfant se formerait différemment du lien d’attachement mère-enfant. Les pères sont souvent plus engagés que les mères dans des activités ludiques, moins dans des activités de soins. Les jeux faits avec le père sont souvent plus physiques aussi, plus stimulants. En incitant son enfant au jeu de façon sensible, le père devient un tremplin pour l’exploration de son enfant et le développement de sa confiance en soi et en l’autre. C’est en tant que figure d’ouverture sur le monde que le père aurait une plus grande influence sur le développement de son enfant. C’est ce que nous apprennent les études sur l’engagement paternel. Jusqu’à maintenant peu d’auteurs ont étudié l’engagement des pères en même temps que l’attachement père-enfant, mais plusieurs proposent déjà que cette fonction d’ouverture sur le monde expliquerait la formation du lien père-enfant. La relation d’attachement père-enfant serait basée sur une relation d’activation. L’objectif de la présente thèse est précisément de mieux comprendre la nature du lien d’attachement père-enfant. Deux articles composent cette thèse. Le premier article est théorique et fait une recension de la littérature sur l’attachement père-enfant et l’engagement paternel. Le deuxième article est empirique et propose justement de vérifier l’influence de l’engagement paternel sur la formation du lien d’attachement au père. En tout 53 dyades pères-enfants ont participé à cette étude. L’engagement des pères au niveau du réconfort, de la stimulation et de la discipline a été évalué lorsque les enfants avaient entre 12 et 18 mois. À cet âge, la qualité d’attachement et de la relation d’activation ont aussi été évaluées, respectivement avec la Situation étrangère et la Situation risquée. Les deux mises en situation ont ensuite été comparées pour voir laquelle prédit mieux le développement des enfants à l’âge préscolaire, au niveau des compétences sociales, des problèmes intériorisés et des problèmes extériorisés. Les résultats obtenus indiquent que la Situation risquée prédit mieux le développement socio-affectif des enfants (compétences sociales et problèmes intériorisés). Aucun lien n’a été trouvé avec la Situation étrangère, même en tenant compte de l’engagement du père au niveau du réconfort. Ces résultats valident la théorie de la relation d’activation et l’importance de la fonction paternelle d’ouverture sur le monde. Les limites de la présente étude, ainsi que ses implications théoriques et méthodologiques, seront abordées dans la discussion du deuxième article et en conclusion de la présente thèse. / Like mothers, fathers are important attachment figure for children. However, the mechanism behind father-child attachment appears to be different and unique. Compared to mothers, fathers engaged in more playful activities with their children, less in nursing activities. The games they do together are also more physical and more exciting. By encouraging his child to explore in a sensitive way, a father becomes a catalyst for risk-taking, helping his child to become confident in himself and in others. That function of opening children to the outside world would have an important impact on children’s socioemotional development. That is what we have learned from studies on father involvement. Until now, very few researchers have studied father involvement and father-child attachment at the same time, but many of them are already suggesting that it is by opening up children to the outside world that fathers become important attachment figure for them. Father-child attachment would build on the quality of their activation relationship. The present thesis aimed precisely at improving our understanding of father-child attachment. Two articles are included. The first article is a theoretical one. It is review of what has been written up to now on father-child attachment and on father involvement. The second article is empirical. It is specifically about evaluating the influence of fathering on the mechanism behind father-child attachment. A total of 53 father-child dyads were included in the present study. Father involvement in comfort, stimulation and discipline was measured when children where between 12 and 18 months old. At this age, attachment and activation quality was also measured, respectively with the Strange Situation and the Risky Situation. The two procedures where then compared to see which one was better able to predict children level of social competency, internalizing problems and externalizing problems during preschool years. Results indicates that the Risky Situation is a better predictor of children’s socio-emotional development (social competency and internalizing problems). No relationship was found with the Strange Situation, even when considering father involvement in comfort. Those results support the activation relationship theory and the importance of openness to the outside world for fathers. This study limitations, as well as it’s theoretical and methodological implications will be explained in the discussion of the second article and in the conclusion of the present thesis.

Tout autant que la mère, le père est une figure d’attachement importante pour l’enfant. Toutefois le lien d’attachement père-enfant se formerait différemment du lien d’attachement mère-enfant. Les pères sont souvent plus engagés que les mères dans des activités ludiques, moins dans des activités de soins. Les jeux faits avec le père sont souvent plus physiques aussi, plus stimulants. En incitant son enfant au jeu de façon sensible, le père devient un tremplin pour l’exploration de son enfant et le développement de sa confiance en soi et en l’autre. C’est en tant que figure d’ouverture sur le monde que le père aurait une plus grande influence sur le développement de son enfant. C’est ce que nous apprennent les études sur l’engagement paternel. Jusqu’à maintenant peu d’auteurs ont étudié l’engagement des pères en même temps que l’attachement père-enfant, mais plusieurs proposent déjà que cette fonction d’ouverture sur le monde expliquerait la formation du lien père-enfant. La relation d’attachement père-enfant serait basée sur une relation d’activation. L’objectif de la présente thèse est précisément de mieux comprendre la nature du lien d’attachement père-enfant. Deux articles composent cette thèse. Le premier article est théorique et fait une recension de la littérature sur l’attachement père-enfant et l’engagement paternel. Le deuxième article est empirique et propose justement de vérifier l’influence de l’engagement paternel sur la formation du lien d’attachement au père. En tout 53 dyades pères-enfants ont participé à cette étude. L’engagement des pères au niveau du réconfort, de la stimulation et de la discipline a été évalué lorsque les enfants avaient entre 12 et 18 mois. À cet âge, la qualité d’attachement et de la relation d’activation ont aussi été évaluées, respectivement avec la Situation étrangère et la Situation risquée. Les deux mises en situation ont ensuite été comparées pour voir laquelle prédit mieux le développement des enfants à l’âge préscolaire, au niveau des compétences sociales, des problèmes intériorisés et des problèmes extériorisés. Les résultats obtenus indiquent que la Situation risquée prédit mieux le développement socio-affectif des enfants (compétences sociales et problèmes intériorisés). Aucun lien n’a été trouvé avec la Situation étrangère, même en tenant compte de l’engagement du père au niveau du réconfort. Ces résultats valident la théorie de la relation d’activation et l’importance de la fonction paternelle d’ouverture sur le monde. Les limites de la présente étude, ainsi que ses implications théoriques et méthodologiques, seront abordées dans la discussion du deuxième article et en conclusion de la présente thèse. / Like mothers, fathers are important attachment figure for children. However, the mechanism behind father-child attachment appears to be different and unique. Compared to mothers, fathers engaged in more playful activities with their children, less in nursing activities. The games they do together are also more physical and more exciting. By encouraging his child to explore in a sensitive way, a father becomes a catalyst for risk-taking, helping his child to become confident in himself and in others. That function of opening children to the outside world would have an important impact on children’s socioemotional development. That is what we have learned from studies on father involvement. Until now, very few researchers have studied father involvement and father-child attachment at the same time, but many of them are already suggesting that it is by opening up children to the outside world that fathers become important attachment figure for them. Father-child attachment would build on the quality of their activation relationship. The present thesis aimed precisely at improving our understanding of father-child attachment. Two articles are included. The first article is a theoretical one. It is review of what has been written up to now on father-child attachment and on father involvement. The second article is empirical. It is specifically about evaluating the influence of fathering on the mechanism behind father-child attachment. A total of 53 father-child dyads were included in the present study. Father involvement in comfort, stimulation and discipline was measured when children where between 12 and 18 months old. At this age, attachment and activation quality was also measured, respectively with the Strange Situation and the Risky Situation. The two procedures where then compared to see which one was better able to predict children level of social competency, internalizing problems and externalizing problems during preschool years. Results indicates that the Risky Situation is a better predictor of children’s socio-emotional development (social competency and internalizing problems). No relationship was found with the Strange Situation, even when considering father involvement in comfort. Those results support the activation relationship theory and the importance of openness to the outside world for fathers. This study limitations, as well as it’s theoretical and methodological implications will be explained in the discussion of the second article and in the conclusion of the present thesis.