本論文重新探討自我調節的情緒管理(self regulation of emotion regulation)並提出個人能夠因應自己的實際情緒 (actual affect) 而把其反饋和調節至接近理想的情緒 (ideal affect)上。 / 為了解自我調節的情緒管理所涉及的過程以及其影響，我隨機安排94位香港的女大學生處於緊張(高激發負面/ high arousal negative)或者悶氣(低激發負面/low arousal negative)的情景當中，隨後邀請她們選擇高激發正面(high arousal positive) 或者低激發正面(low arousal positive)的產品，以及試玩她們所選擇的電子遊戲來調節管理之前受影響的情緒。結果顯示：參加者比較偏向選擇低激發正面的產品。同時，參加者完成任何一種電子遊戲也降低了之前所受的負面情緒。曾處於緊張情景的參加者在玩後增加冷靜；而曾處於悶氣情景的參加者在玩後則減少冷靜。是次研究的結果支持上面提出的說法，即是：當人自我調節和管理情緒時，人能夠縮短實際情緒和理想情緒之間的差距從而管理負面的情緒。 / This study reviewed the literature in self regulation of emotion and suggested that individuals would modulate negative actual affect to turn it into positive ideal affect. To examine emotion regulatory mechanisms and outcomes, 94 Hong Kong female Chinese undergraduates were randomly assigned to either nervousness (high arousal negative) or boredom (low arousal negative) conditions. Next, they selected either high arousal positive (HAP) or low arousal positive (LAP) products in decision making tasks. Based on their selection, they then played HAP or LAP video game to perform emotion regulatory tasks. Although participants chose LAP over HAP products, participants decreased induced negative affect after playing the selected video game. Also, participants from the nervousness condition increased low arousal positive affect in calmness and those from boredom condition decreased it. Current findings suggested that individuals minimized the discrepancy between actual and ideal affect to regulate negative emotions. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Ho, Yuen Wan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 37-41). / Abstracts also in Chinese. / Acknowledgement --- p.i / Abstract (English) --- p.ii / Abstract (Chinese) --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / Chapter Chapter 1 --- : Introduction --- p.1 / Emotion Regulation: A Consensual Process Model --- p.1 / Emotion in Self Regulation and Self Regulation of Emotion --- p.3 / Emotion Regulation: Processes of Interaction between Actual and Ideal Affect --- p.4 / My Present Study --- p.9 / Chapter Chapter 2 --- : Method --- p.13 / Participants --- p.13 / Materials --- p.13 / Affect Induction Tasks --- p.13 / Product Decision Making Tasks --- p.14 / Product Testing Tasks --- p.15 / Measures and Procedures --- p.16 / Chapter Chapter 3 --- : Results --- p.22 / Actual and Ideal Affect before affect induction tasks --- p.22 / Manipulation of Nervousness and Boredom --- p.22 / Individual Product and Activity Preferences in Product Decision Making Tasks --- p.25 / Actual Affect in and after Product Testing Tasks --- p.26 / Chapter Chapter 4 --- : Discussion --- p.31 / References --- p.37 / Appendix --- p.42 / Chapter I --- Consumer Preferences Questionnaire --- p.42 / Chapter II --- Game Evaluation Questionnaire --- p.43 / Chapter III --- Suspicion Questionnaire --- p.44

Crianças são seres em pleno desenvolvimento físico, intelectual, afetivo e moral. Envolvem-se em brincadeiras com alegria, entusiasmo e curiosidade. Porém, tem sido cada vez mais possível encontrar crianças com sinais de apatia, de desinteresse e de pouco envolvimento em atividades típicas da infância. A partir do reconhecimento de traços da pós-modernidade, como a fragmentação do tempo, a velocidade da evolução das tecnologias, o excesso de informação, o distanciamento de si mesmo, o desencontro das pessoas e a vida voltada para o consumo, é possível destacar o fenômeno do tédio como característica da nossa cultura atual. Ele está relacionado com a ausência de significado, a falta de projetos de vida e a dificuldade em lidar com o vazio diante da necessidade de estar sempre em movimento num mundo tão acelerado. Neste trabalho, procurou-se entender quais seriam as possíveis relações entre o consumo e a vivência do tédio infantil. Para tanto, verificou-se de que maneira se compõe a rotina extraescolar de crianças oriundas de famílias de alto poder aquisitivo de uma mesma escola particular internacional e bilíngue da cidade de São Paulo. As agendas dessas crianças estão ocupadas por inúmeras atividades que visam a um futuro promissor, os equipamentos eletrônicos estão mais acessíveis e ficam ligados por mais tempo e os adultos são cada vez mais controladores e superprotetores. O resultado é a falta de autonomia e a falta de sentido na própria vida. Neste cenário, o tédio se impõe / Children are beings that are undergoing full physical, intellectual, affective and moral development. They get involved in childrens play with joy, enthusiasm and curiosity. However, it has become much easier to come across children with signs of apathy, of lack of interest and of little involvement in activities that are typical of childhood. As from the recognition of traces of postmodernism, such as the fragmentation of time, the velocity of the evolution of technologies and the excessive information, the distancing from oneself, the dissent between people and a life that is focused on consumption, it is possible to bring to light the phenomenon of boredom as a characteristic of our current culture. It is related to the absence of meaning, the lack of life projects and the difficulty to deal with emptiness due to the necessity of being always in movement in a world that is so accelerated. In this work one has sought to understand what would be the possible relations between consumption and the existence of child boredom. For this it was verified what makes up the extracurricular routine of children coming from families with high purchase power of an international private bilingual school of São Paulo. The agendas of these children are occupied by numerous activities that aim at a promising future, the electronic devices are more accessible and are turned on for longer periods of time while the adults are increasingly controlling and overprotective. The result is lack of autonomy and lack of meaning in ones life. In this scenario, boredom imposes itself

M. Arch.

Research Doctorate - Doctor of Philosophy (PhD) / In this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.

Numerous aspects of job scheduling in manufacturing systems have been the focus of several studies in the past decades. However, human factors in manufacturing systems such as workers’ mental conditions are still neglected issues and have not received adequate attentions. Job boredom and mental fatigue are both aspects of workers’ mental condition. They affect work performances by increasing sick leave duration and decreasing work productivity. On the other hand, job rotation could be an alternative strategy to cope with such human issues at work. The benefits of job rotation for both employees and firms have been widely recognized in the literature. Although some studies found job rotation as a means to reduce workers' physical work-related traumas, they did not consider the effect of variable mental conditions on workers. Despite the proven importance of boredom and mental fatigue at the workplace, they have not been a combined precise objective of any job rotation problem in current literature. The study of mental conditions proposed in this paper attempts to extend the previous works by addressing new methods and developing a feasible solution to increase manufacturing productivity. A new job scheduling program has been designed specifically which combines a new job rotation model and a job assignment method.

Numerous aspects of job scheduling in manufacturing systems have been the focus of several studies in the past decades. However, human factors in manufacturing systems such as workers’ mental conditions are still neglected issues and have not received adequate attentions. Job boredom and mental fatigue are both aspects of workers’ mental condition. They affect work performances by increasing sick leave duration and decreasing work productivity. On the other hand, job rotation could be an alternative strategy to cope with such human issues at work. The benefits of job rotation for both employees and firms have been widely recognized in the literature. Although some studies found job rotation as a means to reduce workers' physical work-related traumas, they did not consider the effect of variable mental conditions on workers. Despite the proven importance of boredom and mental fatigue at the workplace, they have not been a combined precise objective of any job rotation problem in current literature. The study of mental conditions proposed in this paper attempts to extend the previous works by addressing new methods and developing a feasible solution to increase manufacturing productivity. A new job scheduling program has been designed specifically which combines a new job rotation model and a job assignment method.

The current study investigates how discrete negative emotions are related to specific facets of counterproductive work behaviors (CWB). The sample consisted of 241 employees who reported their frequency of experiencing negative emotions and their frequency of committing CWBs in the workplace. For 103 employees, supervisor reports of employee CWB were also obtained. The findings provide evidence that a wide range of negative emotions are related to most of the sub facets of CWB. There was also some evidence that supervisor reports differ systematically from employee reports of CWB. The theoretical, methodological, and organizational implications are discussed.

Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą] / Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text]

Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text] / Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą]

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