Little is known about the mechanisms underlying the relation between perceived teacher emotional support and intrinsic motivation to learn English. The primary purpose of this quantitative, cross-sectional correlation study was to examine the mediating effects of foreign language enjoyment, anxiety, and self-efficacy on the relationship between Chinese college students’ perceptions of teacher emotional caring and intrinsic motivation in EFL classrooms. Undergraduates (N = 1,464) enrolled in six public four-year universities in mainland China completed five student self-report questionnaires. Data were analyzed using an ordinary least squares (OLS) regression-based path analysis with the PROCESS macros for SPSS and utilizing the Amos program version 26.0 for structural equation modeling (SEM) with maximum likelihood method. Five specific indirect effects of emotional support from teachers on intrinsic motivation to learn English were tested. Specifically, the five indirect effects (or mediating) pathways were hypothesized as: (1) teacher emotional support to enjoyment to intrinsic motivation, (2) teacher emotional support to anxiety to intrinsic motivation, (3) teacher emotional support to self-efficacy to intrinsic motivation, (4) teacher emotional support to enjoyment to self-efficacy to intrinsic motivation, and (5) teacher emotional support to anxiety to self-efficacy to intrinsic motivation. Results of mediation analyses revealed that foreign language enjoyment and anxiety independently mediated the relationship between teacher emotional support and intrinsic motivation to learn English. However, self-efficacy did not independently mediate the effect of teacher emotional caring on intrinsic motivation. Further, there was evidence of mediating pathways from teacher emotional support to intrinsic motivation through enjoyment then to self-efficacy as well as anxiety then to self-efficacy. Additionally, when estimating the mediation model, the results are the same whether SEM or an OLS regression is used. The findings of the present research make a contribution to the SLA motivation literature and add additional support for the Self-Determination Theory (SDT). I discuss implications and limitations as well as recommendations for future search.

Background: Receiving social support facilitates the founding of a nascent entrepreneurs’ business. Support that is received from entrepreneurial parents contributes towards the development of the entrepreneur’s capabilities as well as potentials, thus, shaping the nascent entrepreneur. Our study will focus on one part of social support, namely emotional support, provided by entrepreneurial parents. While parents intend to positively influence the nascent entrepreneur’s well-being and emotional stability, the exchange of support happens rather simultaneously and unconsciously. Purpose: This thesis aims to create a better understanding of the influence of entrepreneurial parents concerning the support system received by a nascent entrepreneur when in the founding stage. Therefore, creating theoretical consistency in the form of a developed conceptual model, which can be put into the broader context of family business and entrepreneurship. Method: Ontology – Relativism; Epistemology – Social Constructionism; Research Approach – Inductive; Methodology – Exploratory Study; Data Collection – 15 Semi-structured interviews with nascent entrepreneurs and three interviews with entrepreneurial parents; Sampling – Purposive, Convenience and Snowball Sampling; Data Analysis – Grounded Analysis. Conclusion: The influence of entrepreneurial parents affects the support approach of a nascent entrepreneur. Specifically, it contributes to the development of the entrepreneur’s entrepreneurial competence and spirit, which in its turn enhances the entrepreneurial activities connected to the founding of a new business.

This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom. / Educational Psychology

To better understand the effect of emotions on formal and informal interactions in the workplace, I focus on emotional dynamics, the exchange and experience of emotions occurring within repeated interpersonal interactions. Emotional Ability (EA; how individuals perceive, use, understand, and manage their own or others’ emotions) is a key component in emotional dynamics. Specifically, I focus on the role of EA on individuals’ choices of coworkers for gaining emotional support (the receipt of empathy, caring, trust, and concern), and in turn, their occupational well-being and task performance. In addition, I investigate the “ripple effects” of EA, how the EA of focal actors may benefit others in the network. The value of Emotional Ability is thus in reaching beyond the individual’s(ego’s) benefit to extend to others (alters) who are tied to ego, in turn benefiting the entire social network (group of actors) and ultimately contributing to the organization’s emotional health. I further investigate possible moderators of the EA-benefits relationship: relationship perceived emotional competence (as assessed by others), emotional self-efficacy (individuals’ beliefs in their own EA) and empathic concern (propensity to experience feelings of warmth, compassion and concern for others). This study is part of a larger research agenda to develop an affective relational theory (ART) to examine how emotional dynamics affect relational dynamics in organizations.

The current study examined psychological distress in couples coping with a cancer diagnosis. Although it is widely recognised that spouses coping with a cancer diagnosis are at risk of psychological distress, debate exists within the literature regarding the amount of distress experienced by individuals, and about who is most at risk. Fifty-five couples coping with a cancer diagnosis completed questionnaires assessing psychological distress, social support and attachment style characteristics. Results indicated that partners psychological distress levels were more influenced by social support and attachment characteristics than patients were. Partners of those with cancer, who were higher on the insecure attachment dimensions, perceived providing and receiving less support and were less satisfied with support overall compared to less insecure partners. In addition to this, partner social support was significantly related to psychological distress, and attachment style was found to moderate this relationship. Specifically, partners were more vulnerable to psychological distress when they were higher on the insecure attachment dimensions and when support satisfaction was low or when they had a perception of low support receipt. Contrary to expectations, there were no significant findings for the patient group. Explanations and implications are discussed.

Context: The aim of the proposed research is to investigate autism early intervention in Saudi Arabia, taking into account the reality that such services are in a relatively early stage of development in Saudi Arabia due to the current limited experience in the autism domain generally and in early intervention programmes specifically. As such, this study was intended to act as a basis for gaining a greater understanding about how such services could be developed in Saudi Arabia in the future. Indeed, special attention was given to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of the families in Saudi Arabia. Objective: The aim is to develop the parental training programme that emerges from parents‟ needs in relation to their children with autism in which a parental training programme can be developed that leads to the establishment of a home-based intervention programme. Method: The constructivist grounded theory approach used to identify programme components, their implementation and effectiveness. Data collected from (20 interviews, 251questionnaires, 8 programme evaluation sheets, parental stress index short form (PSI-SF). Results: The present study suggested a parental training course framework with a detailed description of its components, delivery approach and evaluation process. This study also provided clear evidence that the current suggested parental training framework targeted the participants' needs and provided them with the support, the information and the skills that they needed at the post diagnosis stage. Conclusion: This result can sensitise services providers in establishing a parental training programme to help empower parents to administer some of the therapies to their autistic children that are needed on a day to day basis, with the minimal amount of stress to the parental life style.

The purpose of this study was to assess the emotional support needs of mothers of multiple birth children based on administration of a survey the researcher developed. The survey consisted of 25 demographic items, six 6-point Likert scale items, and three open-ended questions. Likert scale items were based on amount of perceived emotional support mothers received in their environments at the time of survey administration. Open-ended questions addressed negative and positive aspects of parenting multiples and emotional support needs. The sample consisted of 171 mothers of multiple birth children from 23 states in the United States. Participants ranged in age from 20-50 years old with 38% not reporting age. Participants were 95.3% Caucasian, 0% African-American, 1.8% Asian, 0% Native American and 1.2% other; of these, 5.8% were Hispanic. We used demographic statistics and constant comparison to determine basic demographic characteristics of this sample and to identify emotional support needs of mothers of multiple birth children. We used Pearson product moment correlation to determine potential relationships between variables. Results indicated a statistically significant positive correlation between overall life satisfaction and partner satisfaction (r = .420, n = 170, p < 0.01). Therefore, mothers of multiples experience increased satisfaction with their lives when they receive greater support from partners. Also, results indicated a statistically significant positive correlation between partner satisfaction and partner caretaking responsibilities (r = .305, n = 169, p < 0.01). As partners of mothers of multiples increase contribution to caretaking of children, mothers demonstrate greater relationship fulfillment. Implications for mental health professionals working with mothers of multiple birth children are discussed.

Magister Curationis - MCur / Parents undergo negative experiences that include parental anxiety, depression, and posttraumatic stress when their new-born babies are hospitalised in neonatal intensive care unit. During this stressful period, parents need assistance from staff in order to cope. A quantitative, descriptive survey design was used to describe parents’ perception of nursing support during their baby’s admission in neonatal intensive care units (NICU) at three selected private hospitals in the city of Cape Town in the Western Cape Province. A structured existing 21- item Likert type questionnaire, the Nurse-Parent Support Tool (NPST) was used to collect data from an all-inclusive sample of 85 parents with a response rate of 78.8% (n=67). The purpose of the questionnaire was to determine their perception of information giving and communication by nurses; emotionally supportive behaviours by nurses; care given support or instrumental support and to identify parents’ perception of esteem or appraisal support while in the NICU environment. The data was analysed using Statistical Package for Social Sciences (SPSS) version 24. The findings of this study suggested that the overall mean score for parents’ perception of nursing support was high 4.6 (±0.5) out of a possible of 5. There was no significant difference in the overall mean perceived support score between the different facilities. No significant differences were found in terms of all the demographics characteristics with regard to perceptions of the support that was received, thus indicating that there was no relationship between the demographic variables and perception of support. The findings suggested that though high parental support was reported, the area of involving parents in the care of their babies i.e. letting them decide whether to stay or leave during procedures need improvement.

The purpose of the study is to provide an understanding of the emotional and cultural needs Latinos experience when grieving the loss of a loved one. Current research shows that the Latino community is less likely to seek mental health treatment including end of life and bereavement services. This study uses a qualitative approach examining participant’s experiences during the bereaved phase focusing on emotional needs. The study reveals that Latinos experience emotional distress during bereavement and grief. It also identifies a scarcity of programs designed to meet the needs of the bereaved of Latino communities in the Inland Empire where this study takes place. The study explores different barriers that prevent Latinos from accessing and utilizing bereavement services among Latino communities, social work professionals, and organizations focusing on emotional and mental health. The study reveals that Latinos have a need for culturally sensitive programs to help them process feelings of grief and loss; language, values, and traditions are identified as main cultural characteristics including family and religion. The study identifies support groups, counseling, home visits, and phone calls as the top bereavement services needed in Latino communities as well as professionals who can understand their cultural needs.

<p>Tidigare forskning har bland annat visat att barn som vistas i klassrum med bra kvalitet är mer engagerade och att ett bra emotionellt stöd från läraren bidrar positivt till barnets sociala anpassning och lärande. Klassrumskvalitet delas enligt CLASS upp i emotionellt stöd, klassrummets organisering, pedagogiskt stöd och barnens genomsnittliga engagemang. Syftet i denna uppsats är att ta reda på vilket av områdena; emotionellt stöd, klassrummets organisering och pedagogiskt stöd som starkast predicerar barnens genomsnittliga engagemang i. Observation valdes som metod och gjordes på 16 olika förskoleavdelningar fördelat på 4 olika förskolor. Resultatet visade att det emotionella stödet starkast predicerar barns genomsnittliga engagemang. Genom att studera klassrumskvaliteten och lära oss mer om den kan vi kanske också förbättra den.</p><p> </p>