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The management and display of emotions has become a pervasive occupational role requirement for many workers in the service industry. Service workers’ interactions with clients or customers exposes them to occupational requirements where they must effectively display certain emotions, while at the same time internally suppressing other felt emotions—a type of work activity referred to by Arlie Hochschild (1983) as emotional labor. Despite a vast literature on the subject, there remain a number of knowledge gaps regarding the consequences of emotional labor. My dissertation addresses this issue by merging occupational-level data with a national survey dataset of American workers to examine a variety of consequences of emotional labor using a multidimensional approach. I reveal that emotional labor poses the greatest threat to well-being in resource deprived work contexts, and that occupations that have little job control are mostly occupied by minority women. I also find that high control beliefs serve as an important psychological resource for men that can buffer the strain that leads to customer/client conflict in emotional labor intensive occupations. / Thesis / Doctor of Philosophy (PhD)

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Yes / This research investigated how accurately people infer what others are thinking after observing a brief sample of their behaviour and whether culture/similarity is a relevant factor. Target participants (14 British and 14 Mediterraneans) were cued to think about either positive or negative events they had experienced. Subsequently, perceiver participants (16 British and 16 Mediterraneans) watched videos of the targets thinking about these things. Perceivers (both groups) were significantly accurate in judging when targets had been cued to think of something positive versus something negative, indicating notable inferential ability. Additionally, Mediterranean perceivers were better than British perceivers in making such inferences, irrespective of nationality of the targets, something that was statistically accounted for by corresponding group differences in levels of independently measured collectivism. The results point to the need for further research to investigate the possibility that being reared in a collectivist culture fosters ability in interpreting others’ behaviour. / The authors received no specific funding for this work other than from the University of Nottingham.

This dissertation studies how first-year writing teachers' experiences learning grammar impact their teaching of and responses to the topic of grammar. Scholars like Francis Christenson and Martha Kolln agree that some knowledge of grammar helps students' rhetorical acuity but not when taught with rules and isolated exercises. CCCC's "Students Rights to Their Own Language" and the work of scholars like Geneva Smitherman and April Baker-Bell have shed light on the language-identity relationship and the damage that standardization inflicts on a person's sense of self. This pedagogical paradigm has created tension for writing teachers and their departments. Grammar is, for many, an emotional topic. Joseph Williams wondered at the rage caused by certain grammar deviations in his essay "The Phenomenology of Errors." This dissertation builds on Williams' work, suggesting we look to teachers' histories to understand their emotions and find usefulness in these emotions. Using grounded theory, I code six interviews in which first-year writing teachers describe their memorable encounters with grammar instruction. I then identify patterns in these stories and the interviewees' practices and compare them against the results of a nation-wide survey of over a hundred first-year writing teachers. In this study, I identify a type of experience I call epiphanic encounters with grammar instruction. Encounters are epiphanic when the instruction impacts the learner's sense of self. I trace a connection between these encounters and teachers' feelings of empathy for their students and passion for grammar instruction's reform. I argue that reflection on epiphanic encounters can help teachers locate points of empathy for their students' experiences of grammars and promote productive conversations about grammar instruction. Based on these findings, I recommend that educators of first-year writing teachers implement grammar-focused reflection into their teacher training as a way of leveraging teachers' emotions toward the topic of grammar to facilitate productive conversations about grammar instruction. In the first chapter, I question the impact of teachers' emotional resonances from personal encounters with grammar instruction. I introduce my emotional encounter with grammar instruction and describe the emotional reactions I have encountered when attempting to engage writing teachers in conversations about grammar instruction. After reviewing the project, I situate my work in scholarship on emotions in composition. My findings respond to Joseph Williams' "Phenomenology of Errors" in which he explores why people respond strongly to "grammar errors." My work also contributes to inquiries in teacher training and the use of self reflection as professional development. I suggest that student teachers reflect on their past encounters with grammar to better empathize with their students' experiences. Chapter Two constructs a history of grammar instruction in America, from the 1860s to the present, mid-twenty-first century. Through this review, I show how pedagogical debates and language anxiety have always followed grammar and, depending on the person's skill and class, made it the source of anger, fear, hope, or shame. I highlight the social and educational shifts that formed grammar around the ugly shapes of class and race discrimination, including the East Coast's development, regional dialects, and increased demand for education. Chapter Three details my methods of investigation. Here I explain the rationale behind my study design, which uses surveys and interviews. The interviews provided qualitative details beyond what the heavily structured survey could and allowed teachers to describe their beliefs and experiences in their own words. It was important to collect these first-hand accounts to better understand the internal processes behind teachers' reactions. The survey provided quantitative data with which to identify overarching trends and test theories devised from the interviews. These steps in turn indicated the generalizability of the findings. This chapter also explains my use of Critical Incident Theory to write the survey and interview questions and my use of grounded theory to code and analyze the data. In Chapter Four, I present the results of the nation-wide survey and the six, one-on-one interviews. By comparing responses to different survey questions, (e.g. number of respondents to report having had positive emotions at the time of their experience and now hold negative emotions toward teaching grammar), I determined that the teachers' emotions at the time of their experience did not correlate with any particular teaching practices or feelings toward teaching grammar. However, 72% of all teachers surveyed and 89% of teachers who had "very negative" emotions at the time of their experience reported that their experience has impacted their teaching of grammar. This means grammar studies that hope to change teachers' practices will need to consider how to address teachers' past experiences. Chapter Five is the first of two analysis chapters. By attending to content and word choice of survey and interview responses, I find that the teachers whose stories include evidence of epiphanic encounters with grammar instruction tend to show empathy for students' diversity and the negative experiences their students may have had with grammars. Furthermore, most of these teachers spoke of teaching practices they implement to serve multilingual/multidialectal students. Teacher training can benefit from these findings since self-reflection on transformational learning experiences could be used in teacher training to help teachers appreciate the issues surrounding grammars and respond to them with sensitive practices. In Chapter Six, I show how in addition to empathy, teachers with epiphanic encounters also tend to feel passion. I use the term passion to designate heightened emotions, such as anger or excitement, that compel teachers to teach new perspectives on grammars in classes and/or social settings. I find that this emotion is not always pleasant for the teachers experiencing it, but their beliefs in a more equitable teaching of grammars motivates them to spread alternative understandings of writing instruction and grammars' role in it. Additionally, this chapter compares the survey data to the interview data and finds evidence that the pattern of passion exists in this larger sample. This finding strengthens the likelihood that this trend extends to most first-year writing teachers, making grammar-focused reflection a viable tool to motivate new teachers to continue valuable conversations needed to spread new knowledge about grammars. In the final two chapters, I present a lesson plan to be used to prepare student teachers to address grammars in a way that honors students' identities and language rights. This activity has teachers reflect on their emotional encounters with grammar instruction and consider how their students' experiences may be similar or different. The discussion questions push student teachers to dig deep into the complicated and uncomfortable issues surrounding grammar instruction. After the lesson, students should understand the most common debates about grammar instruction and have strategies to teach grammars rhetorically and respectfully. / Doctor of Philosophy / This dissertation studies how first-year writing teachers' experiences learning grammar impact their teaching of and responses to the topic of grammar. Scholars like Francis Christenson and Martha Kolln agree that knowledge of grammar can benefit students if it is taught in context. Scholars like Geneva Smitherman and April Baker-Bell have revealed how critical language is to people's identity formation. Because grammar is important but controversial, it is a point of tension for writing teachers and their departments. Grammar is, for many, an emotional topic. Joseph Williams wondered at the rage caused by certain grammar deviations in his essay "The Phenomenology of Errors." This dissertation builds on Williams' work. I suggest that first-year writing teachers look to their histories to understand their emotions toward grammar. Using grounded theory, I code six interviews in which first-year writing teachers describe their memorable encounters with grammar instruction. I identify patterns in the interviewees' stories and teaching practices. Finally, I compare these patterns against the results of a nation-wide survey of over a hundred first-year writing teachers. In this study, I identify a type of experience I call epiphanic encounters with grammar instruction. Encounters are epiphanic when the instruction impacts the learner's sense of self. I trace a connection between these encounters and teachers' feelings of empathy for their students and passion for grammar instruction's reform. I argue that reflection on epiphanic encounters can help teachers locate points of empathy for their students' experiences of grammars and promote productive conversations about grammar instruction. Based on these findings, I recommend that educators of first-year writing teachers implement grammar-focused reflection into teacher training. Through this self reflection, student teachers can better understand their emotions toward the topic of grammar. Beyond this understanding, student teachers who use grammar-focused self reflection will be more emotionally prepared to discuss grammar instruction.

Emotional processing and characterization of internal and external stimuli is believed to play an integral role in consumer acceptance or rejection of food products. In this research three experiments were completed with the ultimate goal of adding to the growing body of research pertaining to food, emotions and acceptance using traditional affective sensory methods in combination with implicit (uncontrollable) and explicit (cognitive) emotional measures. Sweetness equivalence of several artificial (acesulfame potassium, saccharin and sucralose) and natural (42% high fructose corn syrup and honey) sweeteners were established to a 5% sucrose solution. Differences in consumer acceptability and emotional response to sucrose (control) and four equi-sweet alternatives (acesulfame potassium, high fructose corn syrup, honey, and sucralose) in tea were evaluated using a 9-point hedonic scale, check-all-that-apply (CATA) emotion term questionnaire (explicit), and automated facial expression analysis (AFEA) (implicit). Facial expression responses and emotion term categorization based on selection frequencies were able to adequately discern differences in emotional response as it related to hedonic liking between sweetener categories (artificial; natural). The potential influence of varying product information on consumer acceptance and emotional responses was then evaluated in relation to three sweeteners (sucrose, ace-k, HFCS) in tea solutions. Observed differences in liking and emotional term characterizations based on the validity of product information for sweeteners were attributed to cognitive dissonance. False informational cues had an observed dampening effect on the implicit emotional response to alternative sweeteners. Significant moderate correlations between liking and several basic emotions supported the belief that implicit emotions are contextually specific. Limitations pertaining to AFEA data collection and emotional interpretations to sweeteners include high panelist variability (within and across), calibration techniques, video quality, software sensitivity, and a general lack of consistency concerning methods of analysis. When used in conjunction with traditional affective methodology and cognitive emotional characterization, AFEA provides an additional layer of valued information about the consumer food experience. / Master of Science in Life Sciences

The effectiveness of conducting an educative program in Rational Emotive concepts and techniques with high school students was investigated. A sample of thirty adolescents, ages fourteen and fifteen was used, with fifteen subjects each in the experimental and control groups. The experimental group participated in a six week study group on Rational Emotive Education, with the researcher as the instructor. The State-Trait Anxiety Inventory and the Adult (Irrational) Ideas Inventory were administered as a pretest, revealing no significant differences between groups on these two measures. Following the treatment, the two instruments were again administered. Due to the wide variation of individual subject's scores, no significant difference in mean score change between the two groups was revealed. Such findings do not support previous research with older age-groups, and raise some questions regarding the usefulness of Rational Emotive Theory for early adolescents, the validity of the instruments for the adolescent age-group, and the need for more counselor experience in order to facilitate change. / M. S.

Thesis advisor: Sarah Byers / In this thesis, I argue that the Stoic value theory and understanding of emotion is a theoretical abstraction of human agency over values and emotions that has limited pertinence to empirical human life. Towards this effort, I discuss the Stoic ethical naturalism that relies on oikeiôsis to illustrate their notion of eudaimonia. Moreover, I discuss Stoic epistemology and action theory to illustrate how the Stoics can place well-being completely within human agency. Drawing on their understanding of both human nature and agency, the Stoics derive a value framework and corresponding understanding of emotions that proposes a radical detachment and devaluation from all that lies beyond the moral character. However, I show through empirical evidence and logical reasoning how human agency is restricted and therein, disallows for the proposed radical detachment. Nonetheless, their philosophy on ethics can still be applied in a limited capacity to achieve therapeutic benefit and value. / Thesis (BA) — Boston College, 2024. / Submitted to: Boston College. Morrissey School of Arts and Sciences. / Discipline: Philosophy. / Discipline: Departmental Honors.

The purpose of this study was to determine whether relationships exist among self-esteem, emotional intelligence, and exercise frequency, duration, and adherence. To establish such relationships, 64 University of Central Florida students completed experimental packets designed to test their levels of self-esteem, emotional intelligence, and exercise behavior. The responses were analyzed using SPSS and the Pearson correlation coefficient. Significant positive correlations were found between self-esteem and exercise frequency, duration, and adherence. Further significant positive correlations were found between emotional intelligence and exercise duration and adherence, and between emotional intelligence and self-esteem. These are important findings. The research suggests emotional intelligence may be a variable relevant to individual exercise goals as well as self esteem. In addition the study supports past research concerning the relationship between exercise and self-esteem.