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Made available in DSpace on 2016-08-10T10:53:37Z (GMT). No. of bitstreams: 1 LEONARDO GOULART NUNES.pdf: 11192368 bytes, checksum: c47afb8fee1f63427d4388d285c8fd66 (MD5) Previous issue date: 2012-10-02 / This research is a qualitative study in environmental science and education sought to know how the presence of vegetation and contact with nature influence the experience of high school students in a technical institute Instituto Federal Goiano Câmpus Urutaí located in a rural area. Aims to identify which environmental features in rural area favor studies, know the physical, emotional and educational benefits are generated by the study in a countryside, in contact with nature, as well identify which educational practices and landscape elements need to be optimized to make the learning environment more enjoyable. The Grounded Theory has been used as scientific method of research that study a particular reality, seeking to develop a new scientific theory from analysis of data collected from interviews and field observations. The results of this research show that the learning environment, whenever immersed in nature, influences positively the learners mood and study capability, improves coexistence and health, and restoring emotional and cognitive capacity. It was further observed that nature contributes to the context of teaching, because it was used as teaching environment and courseware enabling the awareness of an ecological identity. And yet, was diagnosed the necessity to optimize the scenery, infrastructure and educational practices to make the learning environment more enjoyable. / Esta é uma pesquisa qualitativa em ciências ambientais e educação que trata sobre as influências que a vegetação e o contato com a natureza exercem sobre os estudos e a vivência dos alunos do ensino médio técnico de uma escola situada na zona rural Instituto Federal Goiano Câmpus Urutaí. Tem como objetivo identificar os aspectos ambientais rurais que favorecem os estudos, conhecer os benefícios físicos, emocionais e educacionais gerados pelo estudo na zona rural em contato direto com a natureza, bem como identificar quais práticas educativas e elementos da paisagem precisam ser otimizadas para tornar o ambiente de ensino mais agradável. O método científico utilizado foi a Teoria fundamentada em dados Grouded Theory , que estuda uma determinada realidade objetivando produzir novas teorias científicas a partir da análise de dados coletados em entrevistas e observações de campo. Os resultados encontrados revelam que o ambiente de ensino imerso na natureza influencia positivamente os estudos, melhora a convivência, as condições de saúde e promove a restauração emocional e cognitiva dos alunos. Observou-se ainda que a natureza contribui com o contexto do ensino ao ser utilizada como sala de aula e material didático, possibilitando o despertar de uma identidade ecológica. E ainda, foi diagnosticado que é preciso otimizar a paisagem, a infraestrutura e as práticas educativas para tornar o ambiente de ensino mais agradável.

<p>The interpretation of this qualitative study indicates that individuals, teams and the organisation can benefit through allowing focus of unlocking that which provides a positive stimulus during challenging times in organisational settings. For social scientists, and in particular behavioural scientists, including industrial psychologists that are interested in positive psychology, it is hoped that there is an invitation to grow this area of research further and to gain new insights and direction for what are the enablers to experience positive change and gratitude.</p>

<p>Marketers seek to create and consumers seek to cultivate a variety of positive emotional experiences. Despite their importance to consumer behavior, researchers have lacked a clear understanding of the distinct behavioral consequences of specific positive emotions. My dissertation examines how different positive emotions (e.g., hope, love, and pride) can differentially affect consumers' decisions and behaviors. I find that positive emotions can not only be differentiated but also that specific positive emotions lead to distinctly different patterns of consumption behavior, such as considering more options, donating in different ways, engaging in more effortful actions, or performing more socially conscious consumption behaviors benefiting distant others. I find important differences both with momentary emotional experiences and downstream consequences of chronic emotional experiences. </p><p>Positive emotions differ reliably in the degree to which they create a lens of problem-solving, social connection, and perceived control. For example, I find that positive emotions characterized by a social connection lens (e.g., love and gratitude) lead to increases in socially conscious behaviors benefiting distant others. The tendency to perceive one's environment through a problem-solving lens (which characterizes hope and interest but not love and gratitude) leads to larger consideration sets and engagement in more effortful environmental actions. I also examine how positive emotions characterized by different lenses, such as perceived control (e.g., pride) and social connection (e.g., love), produce distinct behaviors within the same consumption context (e.g., giving in different ways in response to a fundraising appeal). Five studies demonstrate that positive emotions can be characterized in ways that allow prediction of distinct forms of broadening and specific consumption behaviors.</p> / Dissertation

Abstract Positive psychology encourages a focus on identifying and promoting wellness in individuals rather than analyzing psychopathology. Although decades of research shows that mental illness is in part environmental and hereditary, little is known about the relationship between parental levels of positive emotions such as gratitude, life satisfaction, and hope, and their children's levels of the same constructs. This study utilized a past, present, and future framework of positive emotions to explore parental and child levels of gratitude, life satisfaction, and hope. This quantitative study analyzed correlations between self-reported levels of gratitude, life satisfaction, and hope among a sample of 153 fourth and fifth grade students and their parents (143 female caregivers, 119 male caregivers). Findings include statistically significant relationships between (a) mother and child gratitude (but not father and child gratitude) and (b) child life satisfaction with both mothers' and fathers' life satisfaction. No relationships emerged between parental hope and child hope. The study has important implications for school psychologists, including sharing with caregivers' the relationships between parental positive emotions and their children' levels of wellness. Future research is needed to investigate the causes of the links identified in the current study, as well as to explore the relationship between parental and child hope.

Syftet med föreliggande studie var att undersöka positiva och negativa känslors inverkan på gymnasieungdomars sociala-, äventyrliga-, hälsomässiga- och etiska riskbeteenden. Syftet var även att undersöka könsskillnader i gymnasieungdomars positiva och negativa känslor samt riskbeteenden. Deltagarna gick på gymnasieskolor i Örebro län och var 18-21 år. Totalt medverkade 240 personer i studien. För att mäta riskbeteenden och känslor användes en enkät som bestod av två skalor. Resultatet visade att positiva och negativa känslor kombinerat förklarade 5 % av variansen i gymnasieungdomars riskbeteenden. Positiva respektive negativa känslor predicerade två typer av riskbeteenden vardera. Resultatet visade att killar sannolikt tar mer risker än tjejer i tre av fyra risktyper. Det fanns ingen könsskillnad i känslor. Sammanfattningsvis visade resultatet att känslor påverkar gymnasieungdomars riskbeteenden. / The purpose of this study was to examine whether positive and negative emotions affected high school students social, recreational, ethical and health risk behaviors. The goal was also to investigate gender differences in specific risk behaviors and positive and negative emotions. The participants were high school students in Örebro County, between 18 and 21 years old. In total there were 240 participants. To measure emotions and risk behaviors, we used a questionnaire consisting of two scales. The results showed that emotions explained 5 % of the variance in high school students risk behaviors. Positive and negative emotions predicted two types of risk behaviors each. The results showed that boys were more likely to take risks than girls in three out of four types of risks. There were no gender differences in emotions. In summary, the results showed that emotions play a role in high school students risk behaviors.

<p>The interpretation of this qualitative study indicates that individuals, teams and the organisation can benefit through allowing focus of unlocking that which provides a positive stimulus during challenging times in organisational settings. For social scientists, and in particular behavioural scientists, including industrial psychologists that are interested in positive psychology, it is hoped that there is an invitation to grow this area of research further and to gain new insights and direction for what are the enablers to experience positive change and gratitude.</p>

Purpose The  purpose  of  this  thesis  is  to  identify  the  role  of positive  emotions  in  project  failure  and  how  these emotions  affect  corporate  entrepreneurs´  decision-making and motivation. Theoretical perspective Entrepreneurial Failure, Emotions, Appraisal Theory, Attribution  Theory,  Psychological  Ownership,  Psychological Capital. Empirical foundation Seventeen respondents from 14 entrepreneurial companies  were  interviewed to identify  the role of positive emotions in  project failure and  their impact  on corporate entrepreneurs’  decision-making  and motivation in subsequent projects. Interviews were conducted by phone (1), audio conference (2), video conference (3) and face-to-face interviews (4). Conclusion We  offer  a  model,  which  shows  the  three  positive emotions that were found to be experienced in project failure, namely relief, confidence and challenge and their  impact  on  corporate  entrepreneurs’  decision-making and motivation in subsequent projects.

L’objectif de ce travail de thèse a été d’avancer dans la compréhension des mécanismes par lesquels les émotions positives modulent cognition et comportement. En nous basant sur des mesures comportementales et électrophysiologiques, nous avons abordé ce questionnement chez des volontaires sains, et des personnes souffrant de schizophrénie, pathologie dans laquelle les affects n’influencent pas le comportement de manière appropriée. Nos résultats montrent que les émotions positives diminuent de manière globale la préparation attentionnelle, un des mécanismes de contrôle cognitif. Néanmoins, lorsqu’elles sont associées à un fort niveau de motivation, elles permettent au contraire une mobilisation plus importante du contrôle cognitif. Cette modulation du contrôle cognitif par les émotions positives est plus susceptible d’apparaitre chez les personnes présentant une tendance marquée à ressentir des émotions négatives. Chez les personnes souffrant de schizophrénie, cette modulation ne s’effectue pas de manière appropriée, y compris lorsque l’expérience affective positive est induite de manière non consciente. / The aim of this project was to deepen our understanding of the mechanisms by which positive emotions modulate cognition and behavior. By using behavioral and electrophysiological measures, we addressed this question in a population of healthy controls, and in patients suffering from schizophrenia, because in this disease affect does not appropriately modulate behavior. Our results show that positive emotions globally decrease attentional preparation, a cognitive control mechanism. Nevertheless, when associated with a high level of motivation, they allow for improved recruitment of cognitive control. This modulation of cognitive control by positive emotions is more likely to appear in individuals who have a marked tendency towards experiencing negative emotions. In patients suffering from schizophrenia, this modulation is not appropriate, not even for non-consciously induced positive affective experiences.