No description available.

Emotional intelligence (EI) lies at the intersection of emotion and cognition and is seen as beneficial to our relationships and well-being. Yet, there is a gap in knowledge regarding the neural correlates of EI. There are three prevailing models defining the psychological construct of EI, the trait model, the ability model, and the mixed model. According to the ability model, EI consists of two facets - experiential and strategic EI. Experiential EI refers to abilities of perceiving and using emotions to facilitate thoughts, whereas strategic EI refers to abilities of understanding and managing emotions. This systematic review aims to investigate whether, and to what extent, the neural correlates of experiential and strategic EI rely on similar or different neural substrates. Five peer-reviewed studies met the inclusion criteria and were included. All the studies used Mayer-Salovey-Caruso Emotional Intelligence Test to measure EI. The brain imaging techniques used included structural and functional magnetic resonance imaging and diffusion tensor imaging. The findings of the review suggest that experiential and strategic EI rely partly on distinct and partly on common neural circuitry. Neural correlates associated primarily with strategic EI were gray matter volumes of ventromedial and ventrolateral prefrontal cortex and anterior and posterior insula. Both strategic and experiential EI were found to correlate with the rostral anterior cingulate cortex gray matter activation, and the effective connectivity of the anterior prefrontal cortex. Further research and development of measurement methodology are needed to deepen the understanding of strategic and experiential EI and their neural correlates.

No description available.

The neoliberal university has transformed professors into front-line workers and their students into consumers of higher learning. Research has shown there is a positive correlation between a student’s perception of supportive faculty and the completion of a degree. Professors are expected to support their students and to engage in emotional labour, labour that tends to be invisible and, thus, often unrewarded for faculty members. An online survey of professors - contract, tenure-track and tenure at three southwestern Ontario universities - indicates that many professors perform affective work as they mediate increasing institutional and student demands on their time and emotions. Data, from the survey and semi-structured interviews, highlights how emotional labour is not just about meeting student expectations, but also about dealing with job insecurity and institutional pressure to provide an educational product where the emphasis is on student satisfaction. The result is that many professors experience high levels of stress and burnout. / Thesis / Master of Arts (MA) / This study examines the workloads of professors at three Ontario universities. Through the use of an online survey and in-depth interviews, the working conditions of professors are revealed as well as the emotional labour professors perform in order to cope with the intensity of both institutional and student demands. It is hoped that these findings would be useful to faculty associations to better working conditions through contract negotiations and to increase public awareness of the changing and challenging environment of academia.

The first semester for freshman college students requires that the student make a series of adjustments to their new environment. Managing all of the issues associated with the "freshman experience" is a challenge for some students. Yet, other students have little or no problems making the adjustment. Currently, educators use SAT, ACT and GPA scores to predict freshman student success in a college environment. This study was conducted to evaluate whether or not a measure of emotional intelligence (the MSCEIT scores) could also be a valid predictor variable in evaluating potential student performance. A comparison between honors and non-honors students was conducted, because of possible differences in academic and social motivations placed upon them. The results showed that overall; honor students had a higher emotional intelligence than non-honor students. In addition, female students generally outperformed male students when it came to emotional intelligence, especially in specific branch and/or area test scores.

This study’s contribution to knowledge is the contextualizing of emotional awareness as a prerequisite for becoming emotionally intelligent, and developing a program to educate emotional awareness, as a developmental ability, within the educational system. Emotional intelligence is a familiar and widely recognized term, but is in fundamental nature more of a broad and overreaching outcome, rather than an ability. This research focused on children in the middle childhood developmental phase and how emotional awareness can be taught to them. An Emotional Awareness Program (EA Program) was developed and implemented within the classroom context and its effectiveness was evaluated to determine whether the EA Program did have an influence on emotional vocabulary, emotional expression and the general level of emotional awareness displayed by the learners. Being emotionally aware, benefits children on different levels of their functioning. Various authors, as cited in this study, conclude that relationships, self-esteem, academic performance, independent functioning and self expression all benefit from the development of emotional awareness. Entering the school setting is often the child’s first move into relationships with peers and adults other than family members. Learners spend most of their waking lives, during their middle childhood, in school. Many aspects necessary for emotional education may be found within the school environment. These consist of peer relationships, empathy for others, problem-solving, developing a regard for the feelings of others and coping with difficult situations or emotions. A child suffering physical and emotional abuse, neglect, trauma or insufficient stimulation presents neurological deterioration in neurons (the “building blocks” of the brain). Diminished brain functioning may result in anger, emotional episodes and disruptive behaviour as methods of emotional expression in some learners. Neurological damage, suffered in this manner, can be reversed via the intervention of a caring adult. This interaction stimulates healthy neurons, and causes them to migrate to the area that suffered damage, thus illustrating the immense role educators are required to play in the future development and restoration of neurological health of some learners. The educational system is ideally positioned to deal with children from a holistic perspective by addressing not only their cognitive and physical needs, but also their emotional and subsequent social needs. Furthermore, the development of the emotional awareness of educators will equip them with the necessary insight into the emotional needs of learners. It is anticipated that emotional awareness will benefit learners in general and have a positive ripple effect on schools and communities as a whole. The study found that the Gestalt approach is best suited for the research study, as it presupposes that the child is “a whole and complex being”; and considers, as a backdrop, the child’s development regarding awareness and the influence that this has on their progress. It was noted from the study that this viewpoint is not always the point of departure of the current school set-up. This investigation was executed using a quantitative research approach, with a structured method of inquiry. This consisted of the formulation of a specific and constant hypothesis, a predetermined research process and a standardized questionnaire. The researcher wanted to measure the effectiveness of an EA program on specific variables such as the learners’ ability to: <ul> <li> be in contact with their emotions; </li><li> discriminate between different emotions; </li><li> verbalize and take ownership of their emotions; </li></ul> This study resorted within the description of applied research, as it was undertaken to acquire new knowledge and was primarily directed towards practical objectives. It focused on a practical problem; the need for an EA Program for children in middle childhood that was scientifically tested within the South African Education System. Within the context of applied research, intervention research was applicable to this study as it aimed to develop technology, useful to the educational profession. The design and development sub-type of intervention research best encompassed the researcher’s intent to design and develop technology, namely the EA Program, to implement the program (intervention) and to evaluate the effectiveness thereof for further implementation within the education system. A quasi-experimental design namely the comparison group pre-test – post-test design was utilized. A standardized questionnaire entitled Levels of Emotional Awareness Scale (LEAS-C), developed by Dr. Jane Bajgar and Dr. Richard Lane (2003), was used as the measuring instrument. This questionnaire was developed specifically so that its use of language, the length and content of the form would be child appropriate. The study focused on children in the middle childhood developmental phase, which proved to be the phase where emotional awareness begins to play an important role. Children in this phase are particularly susceptible to new knowledge as they have already obtained the basic cognitive abilities (reading, writing and reasoning) necessary to comprehend the content of the EA program. The following conclusions were derived from the execution of this research study: Emotional awareness seemed to be a relatively unfamiliar term in comparison with the widely recognized and renowned term, emotional intelligence. This study positioned emotional awareness as a prerequisite for emotional intelligence; as it is a practical awareness of cognitively obtainable knowledge regarding the emotions of self and others. Emotional intelligence on the other hand is achieved through constructive and optimal emotional awareness abilities. Based on the research findings, and as suggested earlier, it appears that the education system is particularly well positioned to address the emotional development of a large percentage of the school going population. It is assumed that emotional awareness can be cognitively educated and educators are equipped with the necessary educational skills. The education system is thus further favourably equipped to educate emotional content due to the fact that cognitive development is their field of expertise. The research findings indicated that the EA Program succeeded to a great extent in developing emotional vocabulary, higher level emotional responses and the accompanying ability of emotional expression within the experimental group. This measured increase was derived from a seven week exposure to the EA program, which may be indicative of the results that could be achieved with daily exposure to emotional learning, and a healthy emotional setting within the school environment. Obtaining higher level emotional vocabulary is evidently accompanied by emotional expression as the appropriate vocabulary, which is necessary to express the emotional experience accurately. Emotional expression abilities were addressed in particular by the EA Program, and the empirical results suggest that the emotional vocabulary of respondents did expand. A caring educator, well equipped with insight into emotional awareness, may in many instances prove to be a safety net for many learners. This may well serve as a catalyst for reprogramming the brain of the emotionally scarred learner to trust, and risk getting back in the circle of life again, a better alternative than having the learner only surviving by adopting “fight‟ or “flight‟ strategies. Educators must become equipped with the knowledge to comprehend the possibly diminished brain development of the rebellious, aggressive, emotional or introverted learner. This will ensure that their response to such learners has emotional development at heart rather than further emotional harm. Educators should therefore be in touch with their own emotional awareness as well. Indeed, it may prove interesting to determine the value that would be added to the quality of education in South Africa through emotional awareness training to educators. The education system as a whole possesses a responsibility and accountability regarding the educational wellbeing of their learners, as emotional health pre-determines the learners’ ability to thrive. This study made a valuable contribution to the field of both social work and education in their collective aim to develop and empower children. It is recommended that the common grounds where these two professions may meet should be further explored to determine where such a partnership can add further value to the South African educational setting. Providing an emotionally safe and secure classroom atmosphere requires further exploration, as it is an additional factor relating to the ability of learners to excel in class. Existing literature suggests that peer relationships and self-esteem will also benefit from emotional awareness, but the development of these two variables was not tested in this study, and may be a topic for further research. It would be significant to repeat this study on a national level to determine the current emotional level of primary school learners. Comparative studies to determine the differences in emotional awareness of learners in urban and rural areas, or within different ethnic backgrounds may also be of value. This will assist in determining the South African situation regarding emotional awareness and to develop the means to enhance it within the South African education system. This study demonstrated that emotional awareness is an easily comprehendible term which can be easily educated but presents vast benefits. / Thesis (DPhil)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

This study originated in the phenomenon that has been observed in the South African Saddle Horse Industry of substantial investments being made over time in the absence of obvious financial or economic reward. A literature study confirmed that, internationally, investment without obvious financial and economic rewards is not unknown and at the same time it was obvious that it is a rarely studied subject. From the literature study it was also evident that this phenomenon occurs where passion and, to a lesser extent, commitment is involved. Economic models on decision making is lacking in perspective on the influence of emotions which were proven to be substantial in an emotionally-laden market, such as the South African Saddle Horse industry. Consumption theory in marketing describes consumption decisions where the consumer is so influenced by emotions that rational influences barely come into play. It is in this context that the study seeks to qualify the investment decisions in the South African Saddle Horse industry by the adaption of consumption theory to investment theory. Research on the indicated strategic phenomenon fits within the critical realism paradigm and is essentially inductive, theory building research. In this case, the adaption of consumer theory as investment theory. Qualifying the influence of emotions in the investment decision – the “why” and “how” questions about a contemporary set of events, over which the researcher has no control – indicates case study as the applicable method of research. In this research, the case study theory is built by generalising case data to prior theory seeking replication or theoretical replication. With prior theory embracing the mentioned consumer theory and case selection dictated by the information, a case study can assist to identify the motivators of the investment decision. Once qualified, the influence of emotions on the investment decision in the mentioned strategic phenomenon can be quantified. Quantifying the influence of emotions on the investment decision leaves two alternatives, the first of which is developing a data set in a statistical survey. However, neuroeconomic findings indicate that opportunity cost comparisons for decisions are supported by our emotional circuitry that is commonly below our conscious awareness. This finding has the direct implication that opportunity cost questions in retrospect do not yield reliable information. The second alternative would be to use dependable historic investment decision data series, such as auction prices. But in the South African Saddle Horse industry, only African Saddle Horse Futurity (ASF) offers any usable investment decision data series, with the AACup being the mother competition in the USA, offering a compatible data series but much more complete and evolved. Therefore, in quantifying the influence of emotions on investment decisions, ASF data and extended AACup auction data is used in an Ordinary Least Squares regression (OLS) analysis and for further calculations. In the literature study it was evident that emotions will be a major influence in investment decisions in the horse industry. This was confirmed by the multiple case study, proving applicability of consumption theory to the investment decision in the South African Saddle Horse industry. The OLS analysis rendered the magnitude of influence of emotions on the investment decision as both prohibitive and irregular on the theoretical determinants of the investment decisions. In all the research done, emotions were unanimously proven to be the determining influence on the investment decision in the South African Saddle Horse industry. But in a free market system where price equates demand and supply, the confirmed influence of emotions in the establishment of price hampers the effective distribution of scarce production resources. In this, the influence of emotions results in a cost to the industry. By manipulating the data set used in the dissertation, an indication of the historic cost of the influence of emotions in the investment decision at the ASF and AACup competitions became apparent. Also, the influence of emotions can be equally crucial in, for example, exploiting economic growth potential. For example, the Saddle Horse industry is a world-wide multimillion dollar industry, with coincidently proven and strong connections with good growth potential to South Africa’s rural areas. These connections contain sustainable development potential to improve the quality of life for many people living in these rural areas. But in order to successfully exploit this potential, more information on emotions as an economic variable is needed in stimulating the industry. In accordance with the incidence of emotions as an influence in decision making, evident in literature and this research, this argument for more information is extendable to numerous other emotionally influenced markets. Therefore, in order to improve reliability of predictions on economic investment and also economic growth, emotions as an influence have to be accounted for. / MSc (Agric), North-West University, Potchefstroom Campus, 2015

This study originated in the phenomenon that has been observed in the South African Saddle Horse Industry of substantial investments being made over time in the absence of obvious financial or economic reward. A literature study confirmed that, internationally, investment without obvious financial and economic rewards is not unknown and at the same time it was obvious that it is a rarely studied subject. From the literature study it was also evident that this phenomenon occurs where passion and, to a lesser extent, commitment is involved. Economic models on decision making is lacking in perspective on the influence of emotions which were proven to be substantial in an emotionally-laden market, such as the South African Saddle Horse industry. Consumption theory in marketing describes consumption decisions where the consumer is so influenced by emotions that rational influences barely come into play. It is in this context that the study seeks to qualify the investment decisions in the South African Saddle Horse industry by the adaption of consumption theory to investment theory. Research on the indicated strategic phenomenon fits within the critical realism paradigm and is essentially inductive, theory building research. In this case, the adaption of consumer theory as investment theory. Qualifying the influence of emotions in the investment decision – the “why” and “how” questions about a contemporary set of events, over which the researcher has no control – indicates case study as the applicable method of research. In this research, the case study theory is built by generalising case data to prior theory seeking replication or theoretical replication. With prior theory embracing the mentioned consumer theory and case selection dictated by the information, a case study can assist to identify the motivators of the investment decision. Once qualified, the influence of emotions on the investment decision in the mentioned strategic phenomenon can be quantified. Quantifying the influence of emotions on the investment decision leaves two alternatives, the first of which is developing a data set in a statistical survey. However, neuroeconomic findings indicate that opportunity cost comparisons for decisions are supported by our emotional circuitry that is commonly below our conscious awareness. This finding has the direct implication that opportunity cost questions in retrospect do not yield reliable information. The second alternative would be to use dependable historic investment decision data series, such as auction prices. But in the South African Saddle Horse industry, only African Saddle Horse Futurity (ASF) offers any usable investment decision data series, with the AACup being the mother competition in the USA, offering a compatible data series but much more complete and evolved. Therefore, in quantifying the influence of emotions on investment decisions, ASF data and extended AACup auction data is used in an Ordinary Least Squares regression (OLS) analysis and for further calculations. In the literature study it was evident that emotions will be a major influence in investment decisions in the horse industry. This was confirmed by the multiple case study, proving applicability of consumption theory to the investment decision in the South African Saddle Horse industry. The OLS analysis rendered the magnitude of influence of emotions on the investment decision as both prohibitive and irregular on the theoretical determinants of the investment decisions. In all the research done, emotions were unanimously proven to be the determining influence on the investment decision in the South African Saddle Horse industry. But in a free market system where price equates demand and supply, the confirmed influence of emotions in the establishment of price hampers the effective distribution of scarce production resources. In this, the influence of emotions results in a cost to the industry. By manipulating the data set used in the dissertation, an indication of the historic cost of the influence of emotions in the investment decision at the ASF and AACup competitions became apparent. Also, the influence of emotions can be equally crucial in, for example, exploiting economic growth potential. For example, the Saddle Horse industry is a world-wide multimillion dollar industry, with coincidently proven and strong connections with good growth potential to South Africa’s rural areas. These connections contain sustainable development potential to improve the quality of life for many people living in these rural areas. But in order to successfully exploit this potential, more information on emotions as an economic variable is needed in stimulating the industry. In accordance with the incidence of emotions as an influence in decision making, evident in literature and this research, this argument for more information is extendable to numerous other emotionally influenced markets. Therefore, in order to improve reliability of predictions on economic investment and also economic growth, emotions as an influence have to be accounted for. / MSc (Agric), North-West University, Potchefstroom Campus, 2015

published_or_final_version / Psychology / Master / Master of Philosophy

Aim: The aim of the study is to explore the relationships between an adolescent’s weight and parenting style, emotional eating, and emotional regulation and lifestyle behaviours to further develop the understanding of the factors that contribute to the current epidemic of childhood obesity. Design: A cross sectional survey design was used. Method: 112 adolescents, aged between 16 and 18 from three secondary schools in Scotland completed a self-report questionnaire on their mother and father’s parenting style, their own emotional regulation strategies, emotional eating and lifestyle behaviours. Their height and weight was measured by the researcher and used to calculate the adolescents’ BMI. Results: Overall, this study did not find that adolescent’s healthy food habits, exercise and emotional eating predicted BMI. There were no significant relationships found between BMI and parenting style, emotional eating and emotional regulation. Conclusion: These findings suggest that parenting style, emotional eating, emotional regulation and lifestyle behaviours are not related to adolescent weight.