To follow or not to follow? A person-centered profile of the perceived leader emotion management-followership associative patterns

2022 ◽  
Author(s):  
An Yang ◽  
Jiehua Huang ◽  
Chen Chen ◽  
Haiqiong Zhao
Keyword(s):  
Emotion Management

Identifying and Assessing Leader Emotion Management Dimensions

2011 ◽  
Author(s):  
Heather M. Mullins ◽  
Kate LaPort ◽  
Eric Weis ◽  
Gia DiRosa
Keyword(s):  
Emotion Management

Emotion Management and the Role of Military Leaders

2009 ◽  
Author(s):  
Kathryn L. Engel ◽  
Krista L. Langkamer ◽  
Seth A. Kaplan ◽  
Jose M. Cortina ◽  
Jose M. Cortina ◽  
...  
Keyword(s):  
Emotion Management ◽  
Military Leaders

‘Manly tears exploded from my eyes, lets feel together brahs’: Emotion and masculinity within an online body building community

2018 ◽  
Vol 55 (1) ◽  
pp. 90-107 ◽  
Author(s):  
Mair Underwood ◽  
Rebecca Olson
Keyword(s):  
Hegemonic Masculinity ◽  
International Community ◽  
Emotion Management ◽  
Body Building ◽  
Emotional Detachment ◽  
Emotional Vulnerability ◽  
Gender Hierarchies ◽  
Building Community

Discussions of crying and love are not what one might expect to find when examining interactions between recreational bodybuilders online. Gendered emotion ideologies, especially related to muscular masculinities, usually forbid men from exhibiting emotional vulnerability in front of other men, as emotional detachment is one of the ways gender hierarchies are maintained. Building on Connell’s concept of ‘hegemonic masculinity’ and Hochschild’s concept of ‘emotion management’, this article analyses emotional exchanges within an international community of male recreational bodybuilders: fans of Aziz Shavershian, known as ‘Zyzz’. We examine the meaning of emotions within the Zyzz fandom’s local hierarchy of masculinities, the expressive freedoms afforded by the context of their emotional interactions, and the strategies employed by Zyzz and fans to traverse masculine emotion ideologies that usually prevent men from expressing love and affection.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

Understanding emotions as effective practice in English probation: the performance of emotional labour in building relationships

2017 ◽  
Author(s):  
Andrew Fowler ◽  
Jake Phillips ◽  
Chalen Westaby
Keyword(s):  
Emotion Management ◽  
Professional Relationships ◽  
Effective Practice ◽  
Professional Relationship ◽  
Deep Acting ◽  
Building Relationships ◽  
Emotional Labour ◽  
Complex Emotion ◽  
Understanding Emotions

In this chapter we study the performance of emotional labour by probation practitioners to reveal the complex emotion management undertaken to develop the officer-offender relationship. We begin by discussing the rise of managerialism and its effect on how emotions should be used in the officer-offender relationship, before focusing on Skills for Effective Engagement and Development and Supervision programme. We use data generated through interviews with probation practitioners to analyse one aspect of SEEDS: the development of the professional relationship through getting to know and understand the client and the need to create clear boundaries. By analysing the data through the lens of emotional labour we focus on the use of surface and deep acting in order to create effective professional relationships as required by the SEEDS model. We found that practitioners are required to perform considerable emotional labour which has, until now, remained unacknowledged in probation policy and discuss what needs to be done if SEEDS were reintroduced following the implementation of Transforming Rehabilitation. (164)

scholarly journals Implementation of Assistive Technologies and Robotics in Long-Term Care Facilities: A Three-Stage Assessment Based on Acceptance, Ethics, and Emotions

2021 ◽  
Vol 12 ◽  
Author(s):  
Annette Franke ◽  
Elmar Nass ◽  
Anna-Kathleen Piereth ◽  
Annabel Zettl ◽  
Christian Heidl
Keyword(s):  
Transformational Leadership ◽  
Long Term Care ◽  
Implementation Process ◽  
Well Being ◽  
Emotion Management ◽  
Assistive Technologies ◽  
Care Staff ◽  
Term Care ◽  
Care Facilities

Assistive technologies including assistive robots (AT/AR) appear to be a promising response to the increasing prevalence of older adults in need of care. An increasing number of long-term care facilities (LTCFs) try to implement AT/AR in order to create a stimulating environment for aging well and to reduce workload for professional care staff. The implementation of new technologies in an organization may lead to noticeable cultural changes in terms of social interactions and care practices associated with positive or negative emotions for the employees. This applies especially for LTCFs with high rates of vulnerable residents affected by increasing care needs and specific ethics in nursing and cultural rules within the setting. Thus, systematic consideration in leadership management of emotions and ethical aspects is essential for stakeholders involved in the implementation process. In this article, we explicitly focus on the emotions of the employees and leaders within LTCFs. We relate to direct consequences for the organizational well-being and culture, which is of course (indirectly) affecting patients and residents. While aspects of technology acceptance such as safety and usefulness are frequently discussed in academic literature, the topic of emotion-management and ethical questions during the organizational implementation process in LTCFs received little attention. Emotional culture entails affective values, ethical norms and perceptions of employees and further investigation is needed to address the importance of transformational leadership during implementation process. For this purpose, we developed a three-staged assessment tool for implementation of AT/AR in long-term care institutions. Acceptance (A), ethical acceptability (A) and emotional consequences (E) are considered as comprehensive assessment, in which emotional consequences comprise management aspects of transformational leadership (T), emotion-management (E) and organizational culture (O). Based on AAE and TEO, this paper presents an integrated framework illustrated with a illustrative example and aims to combine established approaches with ethical insights in order to unfold potentials of AT/AR in LTCSs.

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