This thesis studies the intertwinement of economy and emotions within the context of modernity. By investigating how work and romantic love interact in fiction films from the period 1930 to 1955, I seek to shed light on how two cultural practices that might normally be assumed to belong to separate dimensions of life – the economic and the emotional – are actually closely connected to each other. The examination of these interactions allows a better understanding of the process of modernisation, as well as the ways in which cultural differences matter in two national contexts: Sweden and Mexico. The thesis is structured into three overarching dimensions of analysis: space, gender and class. I seek to explain the relationship between work and romantic love within these dimensions using the concepts of emotional capital, respectability and worthiness. The results highlight the differences between the national cases. For example, films depicting the Swedish countryside represent both modern and non-modern domestic spaces when judged in terms of their configuration and appearance; however, certain traits of rural characters such as solidarity, closeness to nature and equality transcend into modern society and guide work and romantic love practices. In Mexico, the countryside is depicted at the core of national identity; however, this space is characterised by its non-modern nature. The countryside, according to films, must be reformed by notions of science and rationality. Film narratives show that through romantic love, the man modernises the non-modern woman. The gender analysis revealed that Swedish films endorse the Housewife Contract in Swedish society during this period. In Mexican films, a similar contract is found in the discourse of the modern nation but films endorse a broader interpretation. Mexican films show that whilst the patriarchal organisation of society is expected to loosen its grip in a modern society, a stable gender structure is desirable. The class analysis reveals that upward mobility is a desirable outcome in Swedish film stories. Women attain it through love while men do so through work. However, upward mobility is unacceptable in Mexican films; they instead endorse class permanence.

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As the trend of progressive development of technological information and globalization, organization use teams to manage the complex operational activities in dynamic environment. Organizations use cross-functional team to encourage individuals¡¦ knowledge sharing; however, the team members are composed by talents with different professional background and the way they think, work and express emotion are different. Hence, whether or not the group members with high level of group emotional intellectual and whether or not the group can from their social capital in their group determine their group performance and organizational success. Through a series of questionnaire survey of groups in health care Industory and using hierarchical regression analysis to deal with the data, our research indicate will investigate the following questions: 1. Whether the diversity of group will lead to relational conflict and negatively influence group performance. 2. Whether group emotional intelligence can decrease the relational conflict and then positively influence performance. 3. Whether group emotional intelligence can contribute to accumulate social capital and then strengthen team performance. In consequence, our study has empirically demonstrated that GEI could reduce the negative effect of relationship confluct, meanwhile increase positive effect of group identity on group effectiveness. The dimension of creating resource working with emotions and creating an affirmative environment are found to be two of most significant factors that attribute to this effect, and GEI can definetly contribute to accumulate social capital and strengthen team performance. This study finally suggested that organizations shall endeavor to assist team build positive attitude and move group memvers from striking together to working cooperatively.

This thesis explores the use of feminist participatory action research (FPAR) within women-only youth and community work settings. The project investigated possibilities for flexible sports participation with non-sporty young women. Underpinned by poststructural feminism, the research considers the complex ways that gendered subjectivities are contested and constructed in relation to sporting embodiment and broader power relations. FPAR's, explicit aim is to affect positive social change. It is: participatory; defined by the need for action; and creates knowledge but not for the sake of knowledge alone. FPAR combines the sharing of common experiences of oppression with collective action. By using FPAR within youth and community settings over the course of 12 months, a group of young mums and a group of young women were encouraged to examine their relationship with physical activity and develop physical activity projects that suited their own needs. Research proceeded through three broad phases: interactive group discussion activities; planning of and participating in needs-led physical activity projects; and project evaluations. This project sought to find new ways of understanding young women’s engagement in physical activity and open up safe spaces for them to consider and experiment with new subjectivities and physically active subject positions. The thesis illuminates the highlights and challenges of implementing physical activity through participatory action research in youth work settings. Findings from the study outline the ways in which young women’s ‘non-sporty’ subjectivities are constructed in relation to discursive practices of gender. Young women’s critical reflections of previous experiences of physical activity revealed the workings of conflicting perceptions of valued emotional capital. The participatory projects provided opportunities for cross-field experiences, which shifted the social field of physical activity, and readdressed relations of power.

Using the 2004 General Social Survey, I illuminate how dispositional optimism as a form of emotional capital enhances personal network range while also contributing to public goods through the formation of heterophilous ties. Network size and diversity are conceptualized as outcomes of optimistic functioning, which is marked by sociability, positive emotion, and problem-focused coping. I find that optimism is linked to substantial leverage in overall, non-kin, and extended network sizes on par with several years of education. Moreover, optimism yields more types of network heterophily than does educational attainment. I discuss limitations of the current study while also identifying future directions for research on emotional capital in the creation of social capital.

Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan. / The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase.

Le développement du Capital Emotionnel pour un Mindful Management et une Qualité de Vie au Travail : une approche de la prévention des risques psycho-sociaux, du stress en particulier, par la psychologie positive et la thérapie de l’acceptation et de l’engagement (ACT) chez les apprentis aides-soignants et futurs personnels éducatifs / The development of Emotional Capital for Mindful Management and Quality of Life at Work: an approach to prevention of psychosocial risks, stress in particular, positive psychology via the acceptance and commitment therapy approach for apprentices carers and futur educators

Background – Digitalization has enabled multiple opportunities, where one opportunity is working remotely. Remote work is a concept used to describe working conditions performed outside of the traditional office walls. It has been used for many years to enable flexibility in terms of work, and thus allow workers to do their job while, for example, traveling or caring for their sick child. COVID-19 virus impacted the world in many different ways. Organizations faced forced lockdown as a recommendation, and the employees had to shift their daily routine to working primarily from home. The shift to remote work meant a decrease in physical, social interactions and less networking amongst employees. Organizational culture is a concept used to describe the fundamental values, artifacts, and internal language of an organization and one key pillar in organizational culture is the people and the social interactions within a workplace. The shift to remote work has thus created multiple gaps in research, where there is a need to understand the impact on organizations and their organizational culture.   Purpose – This thesis aims to understand the impact on organizational culture as a result of the COVID-19 pandemic and shift to remote work.   Method – Empirical data was collected from a single-case interview study with employees from Jönköping International Business School. The interviewees have experienced the shift from office to remote work from home the past year, and hence contributed with valuable insights that were then used to understand the impact on the organizations’ culture. The data was analyzed using the Gioia method and hence allowed for categorization of the data.   Findings – The findings of this thesis showed that the employees experienced a digital and virtual fatigue from working virtually and remotely at home. The fatigue is based on not being able to catch smaller breaks which are engraved in the foundational culture at Jönköping International Business School, in combination with an unclear communication strategy. Furthermore, with the removal of physical presence and interactions in the employee’s daily activities, the internal relationships within Jönköping International Business School has started to fade away, and the attitude on nurturing them has also been impacted. Many attempts by the organization have been made to keep together the employees and the culture, although what is evident in the findings is that by duplicating all activities from the physical office activities to the virtual world, the experience does not give the same response virtually. In fact, it can be even more damaging to the attitude of the organization and the internal network.

In an ever-evolving social media landscape, online communication has become more prone to the revelation of our affective states. In this study, I investigate how iterations of emotional capital, an extension of Pierre Bourdieu’s four forms of capital, shape social interaction in mediated relationships on YouTube, a platform that fosters a participatory culture. Previously, the field of media studies has devoted itself to the cognitive-behavioural effects of media consumption, allowing research on consumers’ emotionality as an influence on virtual sociality to be left behind. I attempt to elucidate the emotional footprint left by the discourse of the user comment by applying Marci D. Cottingham’s theorisation on emotional capital, paired with Ernesto Laclau and Chantal Mouffe’s Discourse Theory and by extension Discourse Theoretical Analysis expanded by Nico Carpentier et al on a sample of three sets of thirty most popular user comments, each attributed to a video by UK-based content creators Jade Bowler, Lucy Moon, and Venetia La Manna, to argue that the sociality found within their discourse is formed by the parasocial relationship the user exhibits towards the creator. Depending on the affective distance the user expressed towards the creator or to the other subscribers, different forms of emotional capital emerged - care and vulnerability derived from the address to self; inspiration, communication, encouragement stemming from the address to the community; and empathy and respect originating in the address to the creator. Thus, this study provides a novel outlook on mediated relationships in an online setting, where users actively, and more importantly, emotionally engage with themselves, their community, and the creator, to form affective social networks.

Cette recherche a été développée sur le terrain dans une école spécialisée pour les élèves diagnostiqués du syndrome autistique : A Better Chance School, en Californie. Ces travaux s’appuient sur les fondements théoriques des concepts d’intelligence Emotionnelle, et de Capital Emotionnel©. Ces travaux portent sur les différences possibles de compétences entre les personnels éducatifs travaillant auprès d’élèves autistes qui perdurent et ceux qui quittent après quelques mois. Les résultats de l’analyse quantitative de données basées sur les tests d’intelligence émotionnelle à partir des batteries de test EQ Map® permettent de comparer les niveaux de compétences émotionnelles entre le personnel pérenne et le personnel non pérenne à l’ABC School. Les tests statistiques t-test pratiqués à partir du programme stata® démontrent une différence significative des scores d’intelligence émotionnelle et révèlent des scores supérieurs pour les éducateurs et enseignants pérennes par comparaison aux enseignants et éducateurs non pérennes. Le post test intra-groupe, effectué plusieurs mois plus tard sur la population d’éducateurs pérennes, à permis de montrer une différence significative pour une grande majorité des catégories d’échelles d’intelligence émotionnelle. Précisément, les catégories pour lesquelles il y a eu un développement significatif au cours des 18 mois d’expérience à ABC School sont les suivantes : Faculté de force émotionnelle mentale personnelle, créativité, compassion, résilience, connexion interpersonnelle, intégration de soi, compréhension émotionnelle d’autrui, quotient relationnel. / This research was developed from the particular field work of a specialized school for students with autism at A Better Chance School in California. This Research was conducted through the framework of Emotional Intelligence Theories and the Emotional Capital© concept. This research targets the possible differences in emotional capital between sustainable educators and non sustainable educators working with students with autism. The results from quantitative data analysis based on the emotional Intelligence test EQ Map® allow to compare the level of emotional competencies between sustainable and non sustainable employees at ABC School. The statistical t-test performed with the program Stata® shows a significant difference and higher EQ scores for sustainable educators compared to non sustainable educators. The post test performed 18 months later on sustainable educators revealed a significant difference for a majority of scales on emotional intelligence. Precisely, the categories where the increase was significant after 18 months working at ABC school are the following ones : Mental and emotional personal strength abilities, creativity, compassion, resilience, connection interpersonal connection, integrated self, emotional awareness of others, relational quotient.