Cheung Yue-Lok. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 72-79). / Abstracts in English and Chinese ; questionnaire also in Chinese.

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Social emotional learning (SEL) is an increasingly important area of study, which aims to help students develop skills critical for healthy social functioning as well as academic and professional success. There is general agreement that SEL, like other subjects, should result in knowledge transfer. However, there has been little research aimed at identifying instruction methodologies that might enable such transfer. In my dissertation, I propose that SEL knowledge transfer may be facilitated by way of direct teaching of a model of the human emotion system (HES). I provide a functional definition of the emotion system, demonstrate how the principles of the HES represent the deep structures that underlie key SEL skills, discuss why the direct teaching of the HES is necessary despite the spontaneous formation of implicit models of emotion, and propose a set of components that may comprise an instructional HES model. I then describe a pilot study demonstrating that HES model learning can transfer to new problems and produce improvements in aspects of social emotional competence (SEC), specifically other awareness and empathy. Compared to the control group, the pilot’s model learning group rated “socially inappropriate” emotional responses as significantly less blameworthy, indicating greater cognitive empathy and the transfer of emotion model knowledge to a novel set of problems. A larger, follow-up study sought to replicate the results of the pilot while conducting the intervention online and exploring several additional hypotheses. The study successfully replicated the pilot’s results with respect to other-awareness, while also demonstrating that HES model learning had a positive effect on self-awareness: participants in the Model Learning condition rated their own hypothetical undesirable emotional reactions as significantly less blameworthy than those in the control condition, demonstrating increased acceptance of emotions in the self. The results also suggest HES model learning produces a stronger short-term effect on other-awareness than self-awareness, and shed new light on the design considerations for preparation for future learning (PFL) activities in the SEL context, namely, the need for precise targeting of relevant deep structures and the potential for learning interference caused by the activation of existing emotion theories. Exploratory post-hoc analyses further point to the possibility of gender playing a role in the success of HES model learning, with males potentially being more resistant to such learning than females. I discuss the study results as well as the broader significance of the HES model learning approach to SEL.

Li Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-122). / Abstracts and questionnaires in English and Chinese. / Chapter Chapter 1: --- Introduction --- p.11 / Chapter Chapter 2: --- Literature Review and Research Framework --- p.16 / Chapter 2.1. --- How emotional stability is measured --- p.16 / Chapter 2.2. --- Scientific Reference to Analysis ES --- p.18 / Chapter 2.2.1. --- The Paradigm of Self-organization --- p.19 / Chapter 2.2.2. --- Emotional Stability is the Emotion Pattern at the Highest-level System --- p.22 / Chapter 2.2.3. --- How Can We Describe the Properties of the Highest-level Pattern using the Self-organization Paradigm? --- p.24 / Chapter 2.3. --- New Wine in Old Bottles: the Construct of ES --- p.25 / Chapter 2.3.1. --- Order Parameters Constraining the Pattern of Emotional Stability --- p.25 / Chapter 2.3.2. --- Author Centered Items of ES --- p.30 / Chapter 2.4 --- "The Convergence and Discriminant among ES, EI and Neuroticism" --- p.31 / Chapter 2.4.1 --- Discriminant and Convergence between ES and Neuroticism --- p.31 / Chapter 2.4.2 --- Discriminant and Convergence between ES and EI --- p.34 / Chapter 2.5. --- Criterion of ES --- p.35 / Chapter 2.6 --- The Moderating Effects of ES on the Relationships between Proximal Organizational Conflicts and Individual Outcomes --- p.40 / Chapter 2.6.1 --- The Moderating Effects of ES on the Relationship between Contingent Organizational Variables and Group Conflict --- p.43 / Chapter 2.6.2 --- The Moderating Effects of ES on the Relationship between Dispositional Organizational Variables and Group Conflicts --- p.50 / Chapter Chapter 3: --- Study 1-Pilot Study --- p.53 / Sampling and Procedure --- p.53 / Measurement --- p.54 / Results --- p.54 / Chapter Chapter 4: --- Study 2 --- p.57 / Methods --- p.58 / Results --- p.64 / Chapter 1. --- Construct Validity --- p.64 / Chapter 2. --- Convergent and Discriminant Validity --- p.66 / Chapter 3. --- MTMM --- p.68 / Chapter 4. --- Criterion Validity of ES --- p.74 / Chapter 5. --- Incremental Validity --- p.77 / Chapter 6. --- The Moderating Effects of ES on the Relationships between Group Conflicts and Outcome Variables --- p.84 / Chapter Chapter 5: --- Discussion --- p.92 / Chapter 1. --- Summary on the Results --- p.92 / Chapter 2. --- The Implications of ES on Organizational Management --- p.95 / Chapter 3. --- Strengths and Weaknesses of the Research --- p.97 / Chapter 4. --- Bifurcation Model of Emotion Category and Dynamic Changes --- p.98 / Chapter 5. --- Further Extensive Research Issues --- p.101 / ACKNOWLEDGEMENT --- p.103 / REFERENCES --- p.105 / APPENDIX --- p.123

M.A. / Leadership has been defined as the competencies and processes required to enable and empower ordinary people to do extraordinary things in the face of adversity. It is also the ability to constantly turn in superior performance to the benefit of oneself and the organisation (Bennis & Nanus, 1985; Charlton, 1993; Kelly, 1986; Senge, 1991). This definition includes being skilled in emotional competencies. Emotional competence results in being attuned to those one is dealing with, as well as being self-aware. This study focusses on the emotional intelligence factors considered to be characteristic of effective leaders. The link between the management of emotions and leadership ability is gaining increasing interest in business. People who are unable to maintain a degree of control over their emotional life, fight inner battles that sabotage the ability for focussed work and clear thoughts (Goleman, 1995). Unclear thinking and a lack of focus may in turn, contribute to decreased productivity and an overall decline in organisational success. Emotionally intelligent leaders with the ability to think clearly whilst being in tune with self and others, would thus be required to lead an emotionally intelligent organisation (Cooper & Sawaf, 1997). Leaders may not necessarily occupy positions of authority in the organisation, yet even at lower organisational levels they lead others by example. Otto (1995) refers to such leaders as "little leaders". It is the purpose of this study, to identify specific emotional competencies that may be characteristic of successful "little leaders". The question to be addressed, is: Is their a statistically significant difference in factors of emotional intelligence, between a group of identified "little leaders" and a group of nonleaders at the same level in an organisational context? A leadership questionnaire (The Multifactor Leadership Questionnaire (MLQ), (Bass & Avolio, 1990b)) consisting of 45 items was administered to managers of a large financial institution. They were asked to rate their subordinates using this scale as it identifies the presence of transformational and transactional leadership behaviour (Bass, 1985). Only the transformational leadership scores were used to identify two groups. Based on the transformational leadership scores of the MLQ, rated employees were grouped into leader and non-leader groups. Of the 220 (N=220) rating forms returned, 31 subjects fell into the leader group and 31 fell into the non-leader group based on the cutoff scores provided by the authors of the questionnaire. The middle ratings were not utilised for the present study. No participant in the study was made aware of the grouping procedure. The employee group was all English speaking, with a minimum educational level of matric. They occupied similar positions within the hierarchy and were all of non-managerial status. All 220 employees were asked to complete the Emotional Quotient Inventory (EQ-i) inorder to ensure privacy regarding the group ratings (Bar-On, 1996a). The EQ-i assesses 15 factors said to be important indicators of emotional intelligence. These include; problem solving ability, social responsibility, happiness, independence, stress tolerance, self-actualisation, assertiveness, reality testing, interpersonal relationship, self regard, impulse control, flexibility, self awareness, empathy and optimism. Two additional factors, namely, positive and negative impression provide assistance in score validation. Comparative statistics (Wilks' coefficient lambda and Students t-test) were used to analyse the data. A stepwise discriminant analysis was also conducted. A comparison of EQ-i scores between the leader group and the non-leader group indicates that the factors of optimism and self-actualisation are significantly higher for the leader group than for the non-leader group. The non-leader group had significantly higher scores on the positive impression scale, indicating a possible skewing of results for that group. A total of four variables was extracted following the stepwise discriminant analysis namely, positive impression, self-actualisation, self-regard and optimism. Generally, the research data appear to support the fundamental postulates of transformational leadership theory. Transformational leaders are able to raise awareness in both self and others regarding issues of consequence (Bass, 1997). This heightening of awareness requires a leader with vision, self-confidence, and inner strength to argue successfully for what he or she sees as right or good (Bass, 1997; Charlton, 1993; Senge, 1991). The factors of self-actualisation and optimism indicate an awareness of self and an ability to influence others (Seligman, 1990). The research findings indicate that the application of emotional intelligence theory to leadership identification may assist those in the fields of recruitment, selection and training and development. Future empirical research within the same empirical framework as this investigation, may benefit from greater standardisation and broader application of the assessment instrument used, the use of larger experimental populations and a possible replication of the findings of the present investigation. A comprehensive exploration of the interaction of Emotional Intelligence factors and the contribution of other possible factors to emotional intelligence in leadership may also contribute to the accuracy of future identification of potential leaders.

Research has begun to identify recovery experiences during nonwork time as an important mechanism explaining the relationship between job characteristics and strain (Geurts & Sonnentag, 2006; Kinnunen, Feldt, Siltaloppi, Sonnentag, 2011). Corrections officers face challenges unique to their occupation (Armstrong & Griffin, 2004) that may contribute to the high levels of strain that currently characterize their occupation (i.e., short life expectancy, high suicide rates; Spinaris & Denhof, 2011; Stack & Tsoudis, 1997). Though previous research has not examined emotion regulation, recovery experiences, and coping within corrections officers, these constructs may be of particular importance to an occupation that requires employees to navigate the complex demands of managing an incarcerated population of individuals. Emotion regulation - managing one's emotions - is an important aspect of many jobs, and has been linked with employee strain, such as burnout, psychological strain, and psychosomatic complaints (Hülshege & Schewe, 2011). However, research only begun to assess nonwork recovery and its relationship with emotion regulation strategies at work, and additionally the influence of individual coping strategies has not been considered in past studies. I offered that recovery experiences (i.e., psychological detachment, relaxation, and mastery) mediated the relationship between emotion regulation at work (i.e., reappraisal and suppression) and strain (i.e., disengagement, emotional exhaustion, and psychological distress). I further offered, based on the matching hypothesis (de Jonge & Dormann, 2006), that emotion-focused coping strategies (i.e., emotional social support and venting emotions) moderated the relationships between emotion regulation, recovery experiences, and strain. To examine these hypotheses, data were collected via a survey of corrections officers in Oregon (N = 1317). Results indicated that emotion regulation at work was associated with strain, and this relationship was partially mediated by recovery experiences. The results further suggested that the coping strategies examined in this study did not appear to moderate relationships between the study variables. These findings are discussed in the context of the present sample, and implications for future research are considered.

The general purpose of this study was to determine whether a relationship exists between emotional awareness and human error in aviation. A quantitative analysis approach was used to explore this by means of a cross-sectional survey design. The independent variable emotional awareness and the dependent variable human error were contextualised and operationalised. During the empirical phase, biographical information was collected and the Hartmann Emotional Boundary Questionnaire was administered to a purposive sample consisting of 173 aircrew members within the South African Air Force. Factor analysis revealed an eight-factor structure: involved; exactness; blend; openness; structured; unstructured; flexibility; and imagination. No differentiation was found between the mustering groups in relation to emotional awareness and human error. However, correlations differentiated between aircrew with zero human error and aircrew with “more than ten years’ aviation experience”. The test for differences between human error and the emotional awareness sub-construct "imagination" indicated a medium significance. From this relationship, the researcher deducted that “imaginative aircrew are prone to err”. / Industrial and Organisational Psychology / M. Com. (Industrial and organisational Psychology

The purpose of this study was to examine the effect of early familial influences on the development of young adults' emotional intelligence. It was hypothesized that attachment security would be positively and significantly related to emotional intelligence, and conversely, that insecure attachment would be inversely related to emotional intelligence.

The moderation function of in-group status position on the relationship between group-based guilt and reparation intention was tested in a 2 (group-based guilt: low versus high) x 2 (status loss: weak versus strong) factorial between-subjects design, using an online survey software program named Qualtrics. The target population was white South African undergraduate students born after 1988 and registered at the University of South Africa. The results of the first Experiment confirmed the hypothesis, that the relationship between group-based guilt and reparation intention becomes less significant the more participants perceive a loss of status for their in-group. However, the hypothesis could not be confirmed in Experiment 2. The results are presented and discussed in detail / Psychology / M.A. (Psychology)