According to the Canadian Study of Health and Aging most of the 12,630 Canadians living with advanced dementia reside in long-term care facilities. This number is rising due to an aging population. The purpose of this study is to address an identified gap in our knowledge about what creates pleasure in people with advanced dementia, through first understanding family caregivers’ ways of eliciting and interpreting positive emotions in their relatives and then having the personal support worker (PSW) try these same approaches to see if similar responses are achieved. This study used a qualitative multiple case study design. Data collection methods included digitally recorded interviews and video-recorded observations of interactions between residents and caregivers. A case is defined as a resident with moderately to severely advanced dementia. Each case had two informants: a family member and a PSW meeting inclusion criterion. There were seven cases. The resident participants spanned a range from moderately advanced to severely advanced dementia. Data analysis used both inductive and deductive coding with sensitizing concepts of selfhood, personhood, continuity of personality and well-being. The results of this study centred on four main themes related to the research questions about the sources and indicators of pleasure and the potential for PSWs to replicate what family members did with residents. Some sources of pleasure were lost, some were maintained and new ones developed post-illness in all of the residents. Both family members and PSWs were knowledgeable about sources and indicators of pleasure for the people with dementia they were involved with. The analysis demonstrated that for individuals with very advanced dementia, the concept of pleasure or enjoyment is not applicable. The family members of the two residents with very advanced dementia used music, touch and sweets to elicit a pleasurable response but the resident did not display indicators of pleasure in response; instead, the residents responded with grasping or other responses which require further research to understand fully. Future research should build upon these findings in order to further understand the concept of positive affect: pleasure, interest and enjoyment in people with advanced dementia of the Alzheimer type.

Little is known about how maternal positive affect (PA) relates to maternal patterns of emotion socialization about positive emotions. The current study examined the hypothesis that mothers’ self-reported PA, independent of their negative affect (NA), is associated with increased and more appropriate modeling of verbal and nonverbal expressions of positive emotions in mothers. I examined associations between self-reported maternal PA and behaviors during video-taped discussions of times when the mothers and children were happy in 53 healthy mother-child dyads. These tapes were coded using standard observational coding schemes. Results suggest that mothers with higher ratings of PA, independent of NA, positively predicted levels of observed maternal positive involvement and communication while reminiscing. Maternal PA was unrelated to observed dyadic mutual enjoyment, positive emotion words and teaching during mother-child reminiscing. Results add to the existing literature on positive psychology in important ways. Theoretical implications for understanding positive emotions are discussed.

The purpose of the present study was to investigate the relationships between perceived maternal rejection and psychological distress of adolescents. In addition to that, mediator roles of early maladaptive schemas in this relationship were explored. A total of 356 second-grade high school students (198 females and 158 males) were participated in the study. Participants ranged in age from 15 to 18 (M = 16.17, SD= 0.53). Data was collected by a questionnaire packet consisting Demographic data form, Young Schema Questionnaire (YSQ), Parental Acceptance and Rejection Questionnaire (PARQ) , trait part of the State-Trait Anxiety Inventory (STAI-T), trait part of State-Trait Anger Inventory (ANG-T) Positive and Negative Affect Schedule (PANAS). Preceding the main analyses, factor analysis for YSQ was performed. It yielded three higher-order factors for YSQ as Impaired Limits- Exaggerated Standards, Disconnection-Rejection, and Impaired Autonomy-Other Directedness. Following factor analysis, ANOVAs were employed to assess differences between adolescents perceiving high acceptance and high rejection in terms of psychological distress measures (i.e., anger, positive affect, negative affect, and anxiety). It was found that adolescents perceiving high rejection were more likely to experience anger, negative affect, and anxiety than those perceiving high acceptance. In order to test whether Impaired Limits-Exaggerated Standards, Disconnection-Rejection, and Impaired Autonomy-Other Directedness mediate the relationship between perceptions of maternal rejection and adolescents&rsquo / anger, positive affect, negative affect, and anxiety respectively, separate hierarchical regression analyses were conducted as suggested by Baron and Kenny (1986). Mediation analyses revealed in general that both maternal rejection and schema domains had main effects on psychological distress measures. However, none of the schema domains did mediate the relationship between maternal rejection and psychological distress measures except for the disconnection-rejection schema domain. The result revealed that disconnection-rejection schema domain mediated the relationship between maternal rejection and anger. These findings were discussed with reference to the relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.

The present study investigated the role of attachment dimensions, relationship status, and gender in subjective well-being. The participants were 389 (288 females, 101 males) volunteered students from the Faculty of Education at Middle East Technical University. Three questionnaires, namely Experiences in Close Relationships Inventory (ECRI) Satisfaction with Life Scale (SWLS), and Positive and Negative Affect Schedule (PANAS) were administered to the students. Three separate stepwise multiple linear regression analyses were conducted to examine the predictive power of the avoidance dimension of attachment, anxiety dimension of attachment, gender (coded as dummy variable), and relationship status (coded as dummy variable) on three components of subjective well-being identified as positive affect, negative affect, and satisfaction with life. Findings revealed that avoidance dimension of attachment, gender, and anxiety dimension of attachment predicted the life satisfaction of university student as measured by Satisfaction with Life Scale. Results also yielded that avoidance dimension of attachment predicted positive affect scores of the students whereas anxiety dimension of attachment predicted negative affect scores of the students as measured by Positive Affect and Negative Affect subscales of Positive and Negative Affect Schedule (PANAS).

The study population consisted of 41 institutions from 9 categories which were military, public or private hospital, public or private school, governmental agency, public-operated service industry, public-operated manufacturing industry, privately operated financial service industry, privately operated service industry, privately operated high tech manufacturing industry and privately operated traditional manufacturing industry. The survey started on December 21st2007 and continued until January 11th 2008.We totally sent out 2,133 questionnaires, returned 1,940 questionnaires, the returns-ratio reached 91.0%, eliminated invalid questionnaires were 50, the effective questionnaires were 1,890,effective questionnaires returns-ratio was 88.6%. Data was analyzed by using descriptive statistics, reliability analysis, correlation analysis, exploring factor analysis and level linear model. The major results of this study are as following: 1.Machiavellianism of organizational members has a significant effect on perceptions of organizational politics. 2.Positive affect of organizational members has a significant effect on perceptions of organizational politics. 3.Negative affect of organizational members has a significant effect on perceptions of organizational politics. 4.The degree of centralization has a significant effect on perceptions of organizational politics. 5.The degree of formalization has no effect on perceptions of organizational politics. 6.Organizational hierarchical Level has no effect on perceptions of organizational politics. 7.Organization size has no effect on perceptions of organizational politics. 8.The degree of centralization has no moderate effect on the relationship between machiavellianism and perceptions of organizational politics. 9.The degree of formalization has no moderate effect on the relationship between machiavellianism and perceptions of organizational politics. 10.Organizational hierarchical Level has no moderate effect on the relationship between machiavellianism and perceptions of organizational politics. 11.Organization size has no moderate effect on the relationship between machiavellianism and perceptions of organizational politics. 12.The degree of centralization has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 13.The degree of formalization has no moderate effect on the relationship between negative affect of organizational members and perceptions of organizational politics. 14.Organization size has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 15.Organizational hierarchical Level has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 16.The degree of centralization has moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 17.The degree of formalization has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 18.Organization size has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics. 19.Organizational hierarchical Level has no moderate effect on the relationship between positive affect of organizational members and perceptions of organizational politics.

Bisherige Studien deuten an, dass Emotionale Intelligenz eine wichtige Rolle in der Lehrtätigkeit spielt. Sie hilft dem Lehrer bzw. der Lehrerin mit sich selbst, aber auch mit Schülern klarzukommen. Jedoch ist bislang noch weitgehend unklar, welche Mechanismen dem Zusammenhang zwischen Emotionaler Intelligenz und berufsnahen Kriterien zugrundeliegen. Zur Klärung dieser Frage soll die vorliegende Arbeit einen Beitrag leisten. Emotionale Intelligenz wird dabei in Anlehnung an Mayer und Salovey (1997) als Fähigkeit aufgefasst. Die vorliegende Arbeit umfasst drei Artikel. Der erste Artikel beschäftigt sich mit dem Zusammenhang zwischen wahrgenommener Emotionaler Intelligenz des Lehrers und Schülerverhalten im Klassenraum. Gefunden wurde, dass Lehrer über weniger unpassendes Verhalten ihrer Schüler berichten, wenn sie selbst über hohe emotionale Fähigkeiten verfügen. Hohe Emotionale Intelligenz scheint positiv verbunden zu sein mit der Tendenz, auf die Bedürfnisse der Schüler zu fokussieren, die wiederum weniger unpassendes Verhalten im Klassenraum zeigen. Im zweiten Artikel wird der Zusammenhang zwischen Emotionaler Intelligenz und Burnout untersucht. Proaktives Coping wurde als Mediator zwischen Emotionaler Intelligenz und Burnout angenommen. Daneben wurde geprüft, ob die wahrgenommene Unterstützung durch den Vorgesetzten den vermuteten Zusammenhang zwischen Emotionaler Intelligenz und Burnout und die Dimension moderiert. Die Ergebnisse deuten darauf hin, dass Lehrer mit hoher Emotionaler Intelligenz deshalb weniger Burnout-Symptome zeigen, weil sie dazu tendieren, proaktives Coping als Strategie der Stressbewältigung zu nutzen. Sie können ihre Kompetenzen und Ressourcen offensichtlich situationsangemessen einsetzen, um emotional anspruchsvolle Situationen am Arbeitsplatz zu meistern. Darüber hinaus zeigt sich, dass wahrgenommene Unterstützung durch den Vorgesetzten den Zusammenhang zwischen Emotionaler Intelligenz und Burnout moderiert: Für Lehrer, die angaben, von ihrem Vorgesetzten unterstützt zu werden, zeigte sich der indirekte Effekt von Emotional Intelligenz auf wahrgenommene Leistungsfähigkeit über proaktives Coping deutlicher. Die Beziehung zwischen positivem und negativem Affekt, Arbeitszufriedenheit und Burnout ist Inhalt des dritten Artikels. Gefunden wurde, dass Lehrer mit hohem positiven Affekt zufriedener mit ihrer Arbeit sind als Lehrer, die negativen Affekt im Zusammenhang mit ihrer Arbeit berichten. Darüber hinaus war Arbeitszufriedenheit negativ mit dem Level an Burnout verbunden. Die Ergebnisse der Mediationsanalyse zeigen, dass Arbeitszufriedenheit den Zusammenhang zwischen Affekt und Burnout vermittelt. Zusammenfassend lässt sich also sagen, dass Lehrer mit hoher wahrgenommener Emotionaler Intelligenz erfolgreicher und zufriedener im Beruf sind und zudem eine höhere psychische Gesundheit aufweisen. Schüler von Lehrern mit hohen emotionalen Fähigkeiten scheinen deshalb weniger unpassendes Verhalten im Klassenraum zu zeigen, weil auf sie mehr geachtet und ihre Probleme und Bedürfnisse besser erkannt werden. Emotional intelligente Lehrer versuchen, Problemen im Klassenraum schon bei deren Entstehung zu begegnen, was wiederum dazu führen könnte, dass sie weniger Belastung erleben und langfristig weniger Burnoutsymptome zeigen. Dieser Prozess kann durch die Unterstützung des Vorgesetzten positiv beeinflusst werden. Daneben zeigt sich auch, dass Lehrer, die positiven Affekt gegenüber ihrer Arbeit erfahren, zufriedener mit ihrer Arbeitstätigkeit sind, was wiederum damit verbunden ist, dass jene Lehrer Burnout-Symptome in geringem Maße erleben. Daher scheint es gewinnbringend, in die Personalauswahl Emotionale Intelligenz als ein wichtiges Entscheidungskriterium einzubeziehen. Bestehende Qualifizierungsprogramme sollten zusätzlich auf eine Verbesserung der emotionalen Fähigkeiten abzielen. Weiteres Potential zur Intervention von Burnout besteht im Aufbau oder der Stabilisierung kooperativer Beziehungen zwischen Lehrer und Vorgesetztem. / Many teachers experience high levels of stress from their work, but not all of them suffer from burnout. Why are some teachers less likely to succumb to burnout than others? How can teachers avoid suffering from burnout and continue to have a good influence on the behavior of their students? One reason that some teachers are able to avoid burnout might be that these teachers embody personality characteristics such as emotional intelligence and proactive coping, and these characteristics may act as resources that counteract burnout. Another reason might be that they experience feelings of positive affect from their work and feel satisfied with their jobs. Perhaps this occurs because emotional intelligence helps teachers to understand the emotions of their students and to interact with them. Or perhaps these teachers are engaged in their jobs, and this might reduce the risk of burnout. Proactive coping helps teachers to use their resources to overcome their difficulties and to manage the demands they face, which aids in preventing burnout. Emotional intelligence can help teachers to control their emotions and be able to think effectively and use active strategies to find solutions to their problems. In my thesis, I expected that emotional intelligence would have a direct negative effect on burnout and an indirect effect on it through proactive coping. Furthermore, proactive coping was expected to be positively related to emotional intelligence and negatively related to burnout. Perceived supervisor support in the form of information, advice, and feedback provided by supervisors may help teachers to more actively deal with stressors. I assumed that perceived support from supervisors would moderate the influence of emotional intelligence on reduced personal accomplishment through proactive coping. However, teachers with positive affect tend to derive enjoyment from their work and to find their jobs interesting in spite of many difficulties. They are satisfied with their jobs, and this may prevent them from experiencing burnout. Positive affect is considered to be a stable personality variable, whereas job satisfaction is a temporal attitude toward one’s job; therefore, positive affect was expected to predict job satisfaction and to be positively related to it. Burnout is more of a job outcome that results from having excessive stress for a long time, whereas job satisfaction is an evaluative response to one’s job. Job satisfaction also means that a person enjoys his or her career and is engaged in it; people who are satisfied tend to feel energized and competent and are protected from being at risk of burnout. Thus, job satisfaction was expected to contribute to the prediction of burnout by being negatively linked to it. In addition, teachers who experience positive emotions while working as teachers tend to want to keep working as teachers despite any setbacks that they experience. They have positive attitudes about their jobs and are thus satisfied with them. Therefore, it was expected that positive affect would predict job satisfaction and would be positively related to it. Having positive emotions in the workplace can help teachers to like their work and to find pleasure in it. They then probably exhibit good job performance and this prevents them from suffering from burnout. Therefore, I assumed that job satisfaction would mediate the relation between positive affect and burnout. Little attention has been given to the relation between teachers’ emotional intelligence and student misconduct in the literature, but these factors may be linked. Emotionally intelligent teachers are aware of their own emotions; thus, they can regulate their own negative emotions so they can act as a role model for the students and influence the behavior of their students. Emotional intelligence also helps teachers to understand their students’ emotions, to address their students’ emotions in a positive fashion, and to establish warm relationships with their students. Emotionally intelligent teachers can understand their students and motivates these students so the teachers can focus on helping their students to accomplish their goals. These factors strengthen the relationships between the teachers and their students and have a positive impact on the behavior of the students. This thesis consists of three studies.The aim of the first study was to investigate the link between emotional intelligence and student misconduct through attention to student needs. The findings showed that attention to student needs mediates the emotional intelligence- student misconduct relation. Identifying the factors that are related to burnout is important as this can help to reduce the risk of such negative outcomes. Although many studies have been conducted on the resources that protect teachers from burnout, few studies have examined the relation between burnout and personal resources such as emotional intelligence and proactive coping. Therefore, I tested how these factors are related to burnout in direct and indirect ways. The role of perceived supervisor support has also been neglected. Thus, I tested the relation between emotional intelligence and burnout through proactive coping in the second study. In addition, I tested the moderating role of perceived supervisor support on the link between emotional intelligence and reduced personal accomplishment through proactive coping. The results showed that proactive coping mediated the impact of emotional intelligence on burnout, and perceived supervisor support moderated the influence of emotional intelligence on reduced personal accomplishment through proactive coping. Emotions in the work environment play an essential role in job satisfaction and seem to protect teachers from experiencing burnout. The purpose of the third study was to examine the relations between positive affect, job satisfaction, and burnout and to determine whether job satisfaction would mediate the association between positive affect and burnout. The results indicated that positive affect was positively related to job satisfaction and negatively related to burnout, and job satisfaction functioned as a mediator between positive affect and burnout.

rafael.gargurevich@gmail.com / It was studied the construct validity and the reliability of the SPANAS scale in two samples of university students from Lima. Through many confirmatory factorial analyses (AFC) it was evaluated the adjustment of three competing models (one factor, two correlated factors and two orthogonal factors). This procedure wasreplicated in the two samples of universitary students.After the validity and reliability analysis were done, it was found that the two correlated factors model was better to represent the scale in both samples. Furthermore, the Positive and Negative Affect Scale proved to be reliable. In this way we have evidence ofthe presence oftwo factors which represent the positive and negative affection. / Se ha estudiado la validez de constructo y la confiabilidad de la escala SPANAS en dos muestras de estudiantes universitarios de Lima. Mediante diversos análisisfactoriales confirmatorios(AFC)se evaluó el ajuste de tres modelos competidores (un solo factor, dos factores correlacionados y dos factores ortogonales). Este procedimiento se replicó en las dos muestras de estudiantes universitarios. Luego de haber realizado los análisis de validez y confiabilidad, se encontró que el modelo de dos factores correlacionados era el que mejor representó a la escala en ambas muestras. Además, las escalas de afecto positivo y negativo demostraron ser confiables. De esta manera se tiene evidencia de la presencia de dos factores que representan al afecto positivo y negativo.

No description available.

The focus of this thesis was the hedonic value of stimuli, which is more commonly known as pleasure or positive affect. First, the scientific meaning of hedonic value was dissected. Second, a classification identifying core causes of positive affect was created. The classification was derived from specific positive moments reported by individuals throughout a day (collected through experience sampling methodology). Seventeen triggers of positive affect were identified, which were extracted from the data rather than originating from theory. Third, affective influences on reflexive-like motor responses were investigated using an approach-avoidance task. Contrary to previous studies, approach reaction times were not speeded by highly affective stimuli. Instead, a novel non-emotional effect was found on reaction times, which could directly explain the current results, and those of previous studies, in non-affective terms. Fourth, the propagation of hedonic reactivity from pleasurable to neutral stimuli was investigated. Contrary to expectations, the evaluative conditioning procedure utilised did not exhibit a phenomenon called blocking. Instead, 'liking' spread non-selectively to all stimuli co-occurring with the source hedonic stimulus. Fifth, the positive effect of pleasure on goal-directed motivation was established: participants were found to press a food trigger harder for highly palatable snacks compared to bland snacks, even though participants were not informed about the hidden measurement of forces. Additionally, the impact of hedonic value on actual food intake was quantified with best-fit equations that predicted consumption at both the group and individual level. In the last study, hedonic habituation, or the inhibitory effect of pleasure on itself, was demonstrated: eating pleasant snacks, as compared to bland ones, reduced the hedonic ratings of test foods that were consumed afterwards. Finally, these inputs and outputs of hedonics were integrated into a model specifying principal roles of pleasure in human behaviour. This pleasure-incentive model explains the effects of pleasure on incentive motivation, and makes important predictions about the mechanisms of pathological conditions such as over-eating and drug addiction.

The objectives of the research were: (1) to establish the relationship between individuals’ emotional affect, career resilience and their career orientations, (2) to explore the moderating role of emotional affect in the career resilience-career orientations relationship, and (3) to determine if employees from different years of service, occupational level, gender, age and race groups differ significantly in relation to their emotional affect, career resilience and career anchors. A convenience sample (N = 143) of predominantly black African people (86%) and staff level (80%) employees with more than 10 years of service (60%) participated in the study (mean age: 41 years; men: 52%; women: 48%). Correlational analysis showed significant associations between the variables. Hierarchical moderated regression analysis indicated high positive affect as a significant moderator of the career resilience-managerial competence career anchor relationship. High negative affect and low negative affect significantly weakened the career resilience-entrepreneurial creativity, career resilience-pure challenge and career resilience-lifestyle relationships. Significant differences were detected between the years of service, age and race groups regarding the variables. The findings may potentially inform the career development of employees in the Public Service / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)