Through three standalone essays, this dissertation addresses the current gap in tourism and hospitality literature on negative emotions. Existing literature prioritizes positive emotions over negative emotions (Nawijn & Biran, 2019) even though tourists experience both types of emotions in their consumption of tourism and hospitality services. Moreover, a theoretical understanding of negative emotions is not as simple as dichotomizing findings regarding positive emotions as both emotion types are theoretically distinct (Taylor, 1991) and hence, warrants further investigation. Essay 1 focuses on negative memorable tourism experiences. It employed an exploratory, mixed-methods approach towards the understanding of negative MTEs by identifying their accompanying range of negative emotions, associated contexts of occurrence and relevant emotion appraisal criteria. Data utilized included online user-generated contents crawled from Reddit.com and survey responses collected via qualitative and quantitative survey questions. Essay 2 examines tourists’ emotional and behavioral responses to different types of hotel crises. In conceptualizing how tourists react to crises, essay 2 presumed the central role of crisis typology. It built upon brand harm literature to conceptualize and validate a model that incorporated (i) negative emotions and tourist attitude as parallel mediators of the relationship between crisis typology and behavioral intentions of tourists, and (ii) Schwartz’s (2012) personal values of hedonism and universalism as potential moderators. Results of an online experiment demonstrate that both negative emotions and tourist attitude significantly influence the relationship between crisis typology and behavioral intentions; however, only universalism significantly moderated the same relationship. With essay 1 demonstrating that negative emotions are remembered and essay 2 revealing the influence of negative emotions on tourist behavior, essay 3 evaluated the efficacy of emotion regulation strategies that tourists use to manage anger and fear while vacationing. Two emotion regulation strategies – i.e. reappraisal and suppression, each of which relate to specific steps in Gross’ five-step emotion generation process (Gross, 1998) – were assessed through five online experiments utilizing video and text stimuli. The first set of experiments was conducted within the context of destination crowding and then replicated via tourist harassment. Results across both contexts are consistent. Within-subject analysis revealed the efficacy of different emotion regulation strategies in improving subjective well-being: reappraisal (vs. suppression) significantly decreased (vs. increased) the intensity of anger and fear felt. Similar outcomes are noted in assessing tourists’ behavioral tendency with reappraisal (vs. suppression) significantly moderating the relationship between anger/fear and negative word-of-mouth such that the relationship is weaker (vs. stronger). Notably, both emotion regulation strategies did not moderate the relationship between fear and revisit intention. / Tourism and Sport

The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.

This research assessed psychosocial and cognitive factors influencing well-being, utilising a positive psychological perspective. The theoretical framework of this research was provided by two of the sub-theories of Self-Determination Theory – Basic Needs Theory and Organismic Integration Theory – along with Gender Role Theory, and Beck’s Cognitive Triad, with each of these theories relating differentially to the concept of control or self-determination. More specifically, the current research examined the relationship between gender role schema and the experience of childhood trauma with psychological, physical, and social well-being in adults. Two studies were conducted. Study 1 employed a random sample of 410 participants from Central Queensland, Australia, to develop the World Beliefs Inventory (WBI). This 21-item inventory was developed to assess world beliefs, based on a translation of Aerts et al.’s (1994) philosophical conceptualisation of world beliefs into common terminology. Developing the WBI enabled the assessment of world beliefs, which along with beliefs about oneself (operationalised as perceived control), and the future (dispositional optimism) constitute Beck’s (1976) cognitive triad. Statistical analyses indicated that the inventory provided a good representation of the world beliefs construct, as well as possessing favourable concurrent validity (e.g., positive views regarding the nature of the world were associated with decreased frequency of depressive symptoms experienced, and greater general psychological health and self-esteem). Study 2 was designed to investigate the direct and indirect relationships between gender role schema (masculinity and femininity) and the experience of childhood trauma with psychological, physical, and social well-being, being mediated by (a) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness, (b) beliefs about the world, oneself, and the future, (c) the self-regulation of withholding negative emotion (SRWNE), and (d) somatic amplification. Study 2 employed a separate random sample of 605 participants from Central Queensland. Psychological, physical, and social well-being were each assessed independently to determine whether patterns of significant relationships were similar or different across the different types of well-being. In order to test the theories underlying the structural models of well-being, five hierarchical models of each type of well-being were analysed and compared. Satisfaction of the basic psychological needs for autonomy, competence, and relatedness, and beliefs about the future (dispositional optimism) were found to play a role in the process via which masculinity, femininity, and the experience of childhood trauma influenced all three forms of well-being, while world beliefs were additionally found to influence social well-being, and the SRWNE additionally influenced physical well-being. Results therefore support Basic Needs Theory and provide partial support for Beck’s cognitive triad. They also provide evidence of the utility of the concept of the SRWNE, which was developed in accordance with Organismic Integration Theory.

The present study provides information about the relationships between parental reactions to their children‘s expression of negative emotions at 8 months, parent-infant attachment at 12 and 15 months and parental reactions to children‘s negative emotional expressions at 24 months, and as well as the extent to which all of these variables predict children‘s emotional expressivity as toddlers at 24 months, after controlling for infant emotional reactivity. Analyses showed that parental responses to infant negative emotions, insecure attachment and parental responses to toddlers‘ negative emotions as well as infant emotional reactivity all made independent contributions to predicting toddler negative (vs. positive) affect. Only insecure infant-parent attachment, not parental socialization or infant emotional reactivity, predicted toddler flat (vs. expressive) affect. The inclusion of fathers in this study is important not only to clarify how mothers and fathers differ in socializing their children‘s negative emotions, but also to have a more complete study of how emotional expressivity develops. Analyses conducted separately by parent gender revealed differences in the relationship between parental socialization, attachment and emotional expressivity across mothers and fathers, indicating that researchers should continue to include fathers in studies of socialization of emotional expressivity. / text

Tyrimo tikslas – nustatyti sergančių išemine širdies liga asmenų emocijų ir arterinio kraujo spaudimo kitimus taikant ekspresyvaus rašymo metodą psichosocialinės reabilitacijos metu. Tyrime dalyvavo 164 kardiologiniame skyriuje besigydantys pacientai. Keturių užsiėmimų kursą baigė 126 pacientai: 58 vyrai ir 68 moterys. Tiriamieji dalyvavo keturiuose 30 minučių trukmės užsiėmimuose. Užsiėmimai vyko keturias dienas iš eilės. Buvo siekiama įvertinti ekspresyvaus rašymo metodo veiksmingumą pacientų emocinės būsenos ir arterinio kraujo spaudimo kitimams. Buvo sudarytos trys tyrimo dalyvių grupės: a) ekspresyvaus rašymo grupė, kurios dalyviai rašė savo išgyvenimus susijusius su liga; b) neutralaus rašymo grupė, kurios dalyviai rašė apie kasdienę veiklą; c) lyginamoji grupė. Kiekvieno užsiėmimo pradžioje ir pabaigoje buvo matuojamas kraujo spaudimas. Pirmojo ir paskutiniojo užsiėmimų metu tiriamųjų buvo prašoma įvertinti savo emocinę būseną. Tyrimo rezultatai parodė, kad ekspresyvaus rašymo grupės dalyvių neigiamų emocijų pokytis buvo didesnis lyginant su neutralaus ir lyginamąja grupėmis. Ekspresyvaus rašymo grupėje „linksmumo“ pokyčiai didesni lyginant su lyginamąja grupe. Kitos teigiamos emocijos nesiskyrė tarp trijų tyrimo dalyvių grupių. Ekspresyvaus rašymo grupėje sistolinio AKS pokyčiai nėra didesni lyginant su neutralaus rašymo grupe, bet didesni lyginant su lyginamąja grupe. Diastolinio AKS pokyčiai nesiskyrė tarp trijų tyrimo dalyvių grupių. AKS mažėjimą nepaaiškina... [toliau žr. visą tekstą] / The aim of research – to determine the changes of emotions and arterial blood pressure of the patients with ischemic heart disease by applying the method of expressive writing during psychosocial rehabilitation. 164 patients of cardiology department participated in the survey. 126 patients ( 58 men and 68 women) completed the course of four session. The patients attended four 30 min meetings four days in a row. The goal was to evaluate the efficiency of expressive writing for the changes of emotions and arterial blood pressure. The patients were divided into three groups: a) a group of expressive writing, the participants of which wrote their experiences related to the disease b) neutral writing group, where the participants wrote about everyday activities; c) control group. At the beginning and at the end of each meeting their blood pressure was measured. The participants had to evaluate their emotional state during the first and the last meetings. The survey results showed that the change of negative emotions was higher in the participants of expressive writing than in the groups of neutral or control. The changes of „happiness“ were higher in expressive writing group than in control group. Other positive emotions did not differentiate among the groups. The changes of systolic blood pressure in expressive writing group were not higher than in the neutral group, but higher in comparison with control group. The changes of diastolic blood pressure did not differ among the... [to full text]

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-27T14:10:09Z No. of bitstreams: 1 arquivototal.pdf: 1366198 bytes, checksum: dd4d422b2c6b738b3bda3ba7f5b1974f (MD5) / Made available in DSpace on 2016-01-27T14:10:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1366198 bytes, checksum: dd4d422b2c6b738b3bda3ba7f5b1974f (MD5) Previous issue date: 2014-08-29 / This research analyzes self-management of negative emotions by teachers in context of interactive conflicts at classroom, with the epistemological basis on Wallon’s model, which considers the person as a social and organic being, composed by the affective, motor and cognitive functional fields. The sample consisted of 17 teachers (15 women and two men) belonging to two public elementary and secondary schools of João Pessoa-PB. Semistructured interviews were conducted within schools to collect data related to affective, cognitive and motor fields, inferred from how participants characterized the interactive conflict in their classrooms as well as the negative emotions arising from experience of these conflicts. The interviews were transcribed verbatim and identified themes from the categories created, based on the adopted theoretical model. These data were analyzed according Bardin’s perspective (2009) and in the light of the literature on indiscipline and violence in schools, on the Burnout and teachers’ malaise. Thus, the results were organized in four stages: identification of the concept of interactive conflict, the description of emotional experience and pedagogical interventions and self-assessment on the affection and actions taken in the context of the classroom. According to the results, violence and indiscipline in schools are perceived as interactive conflicts teachers have to face at classroom; the most frequently mentioned self-management of negative emotions (sadness, frustration, anger, anxiety, anger and fear, in descending order) were emotional restraint in the classroom and their expression outside that workplace (sometimes inappropriately, in context or form); beside these strategies, compensatory activities (leisure and self-care, especially) were referred. Self-management of negative emotions through these strategies, in the classroom, caused psychological distress to individuals: their symptoms were associated with the early stages of Burnout, such as physical pain, metabolic disorders, uncontrolled motor; and emotional stress (especially mood oscillations). In cognitive field it was observed that, despite these concerns, teachers considered that it was difficult to think about their negative emotions, as well as on their actions considering these emotions in this context. The analysis of interviews in regard to affective field identified, in speech, a significant amount of person’s and content’s disjunctions. However, in one case only, it also identified the integration of functional fields, by a teacher who referred to the use negative emotions as an element to motivate herself at work. As a result, in concluding remarks, it is affirmed to be necessary, in the context of interactive conflict, the intentional integration of functional fields to the teaching self-management of negative emotions, which should not be seen as obstacles to the educational intervention in interactions with pupils, but as a motivating factor to teaching, provided the appropriate self-governing, taken as a reference to emotional self-awareness and analysis of interactive processes. That implies developing skills to emotional self-awareness and to analyze interactions at classroom. Hence, it was emphasized that teachers’ training should include such conditions to benefit from negative emotions occurrence. / Objetivou-se analisar a autogestão de emoções negativas de docentes em situações de conflitos relacionais na sala de aula, com base no modelo walloniano, que considera a pessoa como ser orgânico e social, composto pelos campos afetivo, motor e cognitivo. Participaram desta investigação 17 docentes pertencentes a duas escolas públicas de João Pessoa, sendo 15 professoras e dois professores do Ensino Fundamental. Na coleta de dados, realizaram-se entrevistas semiestruturadas nas escolas, para coletar dados referentes aos campos funcionais afetivo, motor e cognitivo, a partir de como os participantes caracterizaram o conflito relacional em suas salas de aula, bem como as emoções negativas decorrentes da vivência desses conflitos. As entrevistas foram transcritas literalmente, derivando-se os eixos analíticos das categorias criadas, apoiados no modelo teórico adotado. Esses dados foram ainda submetidos à análise de conteúdo na perspectiva de Bardin (2009) e à literatura sobre indisciplina e violência na escola, de um lado, e, de outro, sobre a Síndrome de Burnout e o mal-estar docente A análise permitiu que os resultados fossem organizados em quatro momentos: a identificação do conceito de conflito relacional, a descrição da experiência emocional e das intervenções pedagógicas e a autoavaliação sobre a afetividade e ações adotadas no contexto de sala de aula. Os resultados mostraram serem a violência e a indisciplina na escola percebidas como os conflitos relacionais que enfrentavam nesse no ambiente; a autogestão das emoções negativas mais referidas (tristeza, frustração, raiva, angústia, revolta e medo, por ordem decrescente) implicava em contenção emocional em sala de aula e na sua expressão (por vezes em contexto ou forma inadequados) fora daquele ambiente de trabalho; ao lado dessas estratégias, atividades compensatórias (de lazer e cuidado de si, sobretudo). A autogestão de emoções negativas através dessas estratégias, em sala de aula, causava aos sujeitos sofrimento psicológico (cujos sintomas associam-se às primeiras fases da Síndrome de Burnout), físico (dores, alterações metabólicas, descontrole motor) e emocional (sobretudo oscilações de humor). No campo cognitivo observou-se que, mesmo diante desse quadro, as educadoras sentiram dificuldades em pensar sobre suas emoções negativas, bem como sobre suas ações considerando essas emoções nesse contexto. A análise das entrevistas no que se referiu a esse campo demonstrou uma quantidade significativa de disjunções de pessoa e de conteúdo. Contudo, identificou-se também, embora minoritariamente, a integração dos campos funcionais por uma docente, que se referiu à utilização de emoções negativas como elemento de automotivação para o trabalho. Consequentemente, nas considerações finais, afirma-se ser preciso, em contextos de conflitos relacionais, a integração intencional dos campos funcionais para a autogestão docente das emoções negativas, que devem ser consideradas não como obstáculos à intervenção pedagógica nas interações com o alunado, mas como elemento motivador para o trabalho docente, desde que adequadamente autogeridas, isto é, tomadas como referência para a autoconsciência emocional e a análise dos processos interativos que se passam na sala de aula. Logo, enfatizou-se a necessidade, na formação docente, de desenvolver habilidades para que tais condições de aproveitamento das emoções negativas ocorram.

Prestation i straffsparkar i fotboll inom ett själv-regulatoriskt fokus-ramverk undersöktes. Ävenkroniskt fokus och dess effekt på idrottsrelaterad ångest och emotioner under inramningarnastuderades. I en mixed faktoriell design gavs en regulatorisk inramning (promotion ochprevention) till deltagarna (n = 24) innan straffsparkarna (n = 24, Målder = 24.40, SD = 4.18 år).Deltagarna bestod av aktiva fotbollsspelare i ett manligt lag (n = 12) i division 2 respektive ettkvinnligt (n = 12) i division 1. Samtliga deltagare blev tilldelade att skjuta fem straffar underbåde en prevention och promotion-inramad straffsituation. Mätningar genomfördes pådeltagarnas prestation under de två olika inramningarna, upplevda emotioner underinramningarna samt på deras idrottsspecifika ångest. Resultaten visade att promotion-fokuseradeindivider presterade bättre i en promotion-inramad straffsituation (regulatory fit) jämfört med ien prevention-fokuserad straffsituation (regulatory miss). Prevention-fokuserade individerpresterade bättre i en prevention-inramad straffsituation jämfört med i en promotion-inramadstraffsituation. Studien visar att regulatory fit medförde lägre nivåer av negativa emotionerjämfört med regulatory miss. Dessutom har prevention-fokuserade deltagare visat en högreupplevd nivå av idrottsrelaterad ångest jämfört med de promotion-fokuserade deltagarna.Promotion-fokuserade deltagare har visat på en bättre prestation i straffsparkar oavsettregulatorisk inramning jämfört med de prevention-fokuserade deltagarna. Sammantaget visadestudien att det fanns en relation mellan kroniskt fokus och prestation under inramningar, kronisktfokus och emotioner under inramningar samt kroniskt fokus och idrottsspecifik ångest. Studien skulle kunna implementeras till tränare och spelare för att öka förståelsen om kroniskt fokus ochdess effekt på prestation och känslomässiga tillstånd. / Performance in penalty taking in football within a self-regulatory focus was examined, as well aschronic regulatory focus and its effect on sports related anxiety and emotions during the twodifferent frames. In a mixed factorial design with regulatory frames (promotion and prevention)was given to the participants (n = 24; Mage = 24.40, SD = 4.18 years) before the penalties weretaken. The participants in the study were all active football players. The participants consisted of12 male football players from a Swedish division 2 team and 12 female players from a Swedishdivision 1 team. Each participant was given five penalties in both prevention and promotionframed circumstances. Measures was implemented on the participants performance during thedifferent frames, perceived emotions during the frames and also on their sport specific anxiety.The results displayed that promotion focused individuals performed better in a promotion framedpenalty situation (fit) compared to the prevention framed penalty situation (miss). The sameapplied to prevention focused individuals that performed better in a prevention framed penaltysituation than in a promotion framed penalty situation. The study displayed that regulatory fitbrought lower scales of negative emotions compared to regulatory miss. In addition, theprevention focused participants showed a higher perceived level of sports related anxietycompared to the promotion focused participants. Promotion-focused participants have beenshown to perform better in penalty kicks regardless of regulatory framework compared to theprevention-focused participants. The study showed a relation between chronic regulatory focusand performance during the frames, chronic regulatory focus and emotions during the frames andalso between chronic regulatory focus and sports related anxiety. This study can be applied to coaches and players to raise awareness about chronic regulatory focus and its effect onperformance and emotional states.

No description available.

In creative industries such as the gaming industry, the failure rate is typically higher in relation to many other industries. This is usually due to the constant need of innovation and the extreme competition in the industry of gaming. Firms in this industry take on multiple innovation projects, which inherently have a high rate of failure. Literature has previously stressed and focused on the importance of failure and how it can enhance learning that can be a crucial asset for any organization. However, failure brings along negative emotions that can slow down or block the learning process of an individual or an organization at large. In an industry where failure is common, it is important for the management to tackle this issue. Therefore, the purpose of this thesis is to explore the approach the management of small gaming firms take in order to normalize failure. In this study, the data has been collected qualitatively while using a thematic analysis to recognize consistent themes and patterns, which arise from the primary data that was collected. By conducting four semi-structured interviews with two different companies (2 interviews each), we found that both companies have a similar attitude regarding project failure. Both companies either expect failure to happen or even encourage it. One of our key findings was that both companies emphasize failing fast, which allows them to save time, money and resources as well as helps some members of the organization to react less emotionally to the termination of a project. Empirical results were then discussed and analyzed by judging whether the actions these companies took can be classified as a way of normalizing failure. We concluded that there was evidence for management employing various methods of action that would eventually lead to normalization of failure. Some of these actions included the fail fast attitude, failure supportive slogans and the thought of planning for failure beforehand.

目前對於不當督導與部屬後果之關係的心理機制研究，大部分侷限於組織正義的範疇裡，本研究根據情感事件理論，提出部屬之負面情緒在不當督導與部屬反應間的中介角色，不當督導藉由引發部屬的負面情緒，影響其工作滿意、情緒耗竭及離職意圖；本研究進一步探討個人的傳統性、認知再評估情緒調控策略在部屬不當督導知覺和負面情緒之關係的調節效果，此外，研究並假設個人壓抑式與認知再評估情緒調控，會調節部屬負面情感與工作滿意、離職意圖及情緒耗竭的關係。本研究採便利取樣，共收集218筆有直屬主管之在職員工資料，經階層迴歸分析發現，一，憤怒情緒具有中介效果：知覺不當督導關係到部屬憤怒情緒的升高，進而工作滿意低落、情緒耗竭嚴重及離職意圖增加；二，認知再評估能緩衝知覺不當督導與害怕情緒的關係；三，認知再評估高的部屬，其害怕情緒和工作滿意的相關較弱。本研究有助於管理者體認工作情緒在不當督導對部屬影響的重要性，並指出認知再評估情緒調控策略，對於減緩員工負面情緒及負面後果的助益。最後，針對研究限制、未來研究方向提出說明與建議。 / Current examinations of the psychological mechanism of abusive supervision and subordinate consequences focus mostly on organizational justice. According to Affective Event Theory, the present study proposed that subordinates’ negative emotions may mediate the relationship between abusive supervision and subordinate job satisfaction, emotion exhaustion, and intention to leave. Further, the study investigated the moderating effect of subordinates’ traditionality and two emotion regulation strategies, cognitive reappraisal and expressive inhibition, in the above relationships. Hierarchical regression analyses on data collected from a sample of 218 full-time employees in Taiwan were used to test the proposed hypotheses. Results show that anger mediated the positive relationship between abusive supervision and employee outcomes such that abusive supervision is positively correlated with subordinates’ anger, which further leads to lower job satisfaction, higher emotion exhaustion and intention to leave. Second, cognitive reappraisal moderated the relationship between abusive supervision and subordinates’ fear as well as the relationship between subordinates’ fear and job satisfaction. Those findings indicated the importance of subordinates’ emotions and the buffering effect of cognitive reappraisal in the relationship between abusive supervision and subordinate consequences. Based on the results of the study, limitations, practional implications and suggestions for future research are discussed.