L’évaluation des émotions positives chez l’animal est encore délicate. Pourtant, de nombreuses évidences démontrent l’intérêt de favoriser l’expression de ces émotions, notamment dans le but d’améliorer le bien-être des individus. Cette recherche vise à valider et identifier des indicateurs d’émotions positives chez le cheval. Dans un premier temps, une étude expérimentale basée sur l’utilisation d’accéléromètres, tout comme l’observation d’épisodes d’anticipation alimentaire quotidiens en centre équestre, ont permis d’identifier le déclenchement de l’anticipation et de mieux caractériser les comportements exprimés dans ce cadre. Nos résultats dévoilent que les comportements d’anticipation reflètent davantage un état de frustration. Ils ne constituent donc pas un indicateur fiable d’émotions positives. En revanche, une augmentation d’intensité de ces comportements semble indiquer un état de mal-être. Puis, en nous appuyant sur l’utilisation d’un casque permettant la mesure de l’activité électroencéphalographique chez des chevaux éveillés et libres de leurs mouvements, nous avons pu (i) confirmer l’importance de l’hémisphère gauche dans le traitement des émotions positives et de l’hémisphère droit dans le traitement attentionnel, (ii) mettre en évidence le rôle majeur des ondes thêta lors d’un traitement cognitif attentionnel, (iii) souligner l’interaction des processus émotionnels et attentionnels chez le cheval. Par ailleurs, si le test classique d’attention visuelle (VAT) constitue un bon outil de mesure des capacités attentionnelles d’un cheval au travail, ce même test réalisé sans humain apparait être un outil novateur de mesure de l’état de bien-être. Enfin, l’étude de la production de sons non-vocaux, basée sur une approche comparative combinant l’observation de chevaux de centre équestre et des chevaux vivant en condition semi-naturelle (favorable au bien-être), a révélé que l’ébrouement (hors contrainte respiratoire liée à une maladie ou à un équipement mal ajusté) serait un marqueur fiable d’émotions positives d’intensité modérée chez le cheval, puisqu’il exprimerait que ce dernier perçoit de façon positive son environnement. L’ensemble des recherches menées dans ce travail ouvrent vers des perspectives d’applications intéressantes dans le milieu équin, mais aussi d’un point de vue fondamental et méthodologique. / Indicators of positive emotions in animals are still scarce. However, many studies showed that favour these emotions is a promising way to improve individual welfare state. This study aims to validate and identify some indicators of positive emotions in horses. First, based both on an experimental study using accelerometers and the observation of riding school horses during their regular feeding time, we characterized anticipatory behaviours in this specie and showed that they were triggered by an environmental cue. Moreover, anticipatory behaviours were associated with frustration and thus were not reliable indicators of positive emotions. However, an increase of their intensity may reflect a poor welfare state. Then, the use of an EEG helmet designed for awake horses free from their movements, allowed us to (i) confirm the left-hemisphere bias for positive emotions processes and the right hemisphere bias for attentional processes, (ii) highlight the implication of theta waves in cognitive attentional processes, (iii) underline interactions between attentional and emotional processes in horses. Moreover, we showed that the measures of attentional characteristics thanks to a visual attention test (VAT) was useful to define attentional capacities at work. The same test conducted without a human was rather useful to evaluate the horses’ welfare state. Finally, a comparative approach based on the observation of horses living either in restricted or in naturalistic conditions revealed that snort (out of breathing difficulties due to illness or poorly fitting equipment) could be a reliable indicator of positive emotions of low intensity as it would be the expression of the horses’ positive appraisal of a situation. This works opens up promising fundamental and applied perspectives and applications.

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.

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The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback. / text

The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Spelifiering definieras som användningen av speldesignelement inom icke-spelsammanhang. Detta är ett koncept vars popularitet har ökat och fortsätter att öka. På senare år har spelifiering tillämpats inom utbildning men även andra områden som: marknadsföring, politik och interaktiva system. Studier har visat märkbar inverkan av spelifiering på användares beteende men trots detta finns det en brist på tillämpningar och forskning av spelifiering på informationssystem och undervisning. Avsikten med denna studie är att redogöra för vilka känslor studenter upplever när de använder sin primära lärplattform samt hur en spelifierad lärplattform skulle påverka studenters känslor och därmed deras studieupplevelse. Detta utförs genom en kvalitativ forskningsansats som baseras på semistrukturerade intervjuer med fem studenter vilket innehar en aktiv utbildning vid Högskolan i Borås. I samband med de semistrukturerade intervjuerna presenterades en interaktiv IT-artefakt i form av en prototyp där spelelement har tillämpats på studenternas primära lärplattform. Prototypen användes för att informanterna skulle kunna få en djupare förståelse kring vad spelifiering innebär och hur det skulle kunna se ut i praktiken tillämpat vid lärplattformen. Slutsatserna som presenteras tyder på att studenters studieupplevelse förbättras till viss del då det framkommer mer positiva känslor i samband med användningen av den spelifierade lärplattformen. Detta till skillnad från vad det gjorde i samband med användningen av den primära lärplattformen där spelifiering inte var tillämpat. De positiva känslor som uppstod bland studenterna var främst en ökad motivation, ett förbättrat självförtroende och en ökad gemenskap. Vissa delar av den spelifierade lärplattformen har framkallat negativa känslor såsom stress och prestationsångest. Slutsatserna tyder även på vad man som utvecklare behöver ta i åtanke för att undvika stress och prestationsångest bland studenterna. Vi finner i övrigt att slutsatserna är väsentliga för utvecklare till följd att lyckas med en praktisk tillämpning av spelifiering på en lärplattform där studenternas studieupplevelse ligger i huvudfokus. / Gamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.