The Influence of Emotional Contagion on Student Perceptions of Instructor Rapport, Emotional Support, Emotion Work, Valence, and Cognitive Learning

2019 ◽  
Vol 70 (4) ◽  
pp. 492-506 ◽  
Author(s):  
Brandi N. Frisby
Keyword(s):  
Student Perceptions ◽  
Emotional Support ◽  
Cognitive Learning ◽  
Emotional Contagion ◽  
Emotion Work

Emotional Experiences in the Workplace: Biological Sex, Supervisor Nonverbal Behaviors, and Subordinate Susceptibility to Emotional Contagion

2020 ◽  
pp. 003329412094055
Author(s):  
Moyi Jia ◽  
Jiuqing Cheng
Keyword(s):  
Emotional Support ◽  
Online Survey ◽  
Emotional Experience ◽  
Emotional Contagion ◽  
Emotion Work ◽  
Future Research ◽  
Full Time ◽  
Nonverbal Behaviors ◽  
Biological Sex ◽  
Survey Results

This study aims to investigate the relationship among different types of supervisor nonverbal behaviors, subordinate susceptibility to emotional contagion, and subordinate emotional experience. It also examined the possible interaction effects of nonverbal behaviors, emotional contagion, and both supervisor and subordinate biological sex. N = 669 full-time employees participated in an online survey. Results suggest that supervisor eye contact, body posture and facial expression are associated with higher emotional support, whereas body and face would reduce subordinates’ engagement in emotion work. The interaction tests show that female supervisors’ use of gesture has a stronger effect on subordinate perception of emotional support and emotion work than male supervisors. Findings are discussed as related to theoretical and practical contributions, as well as suggestions for future research on nonverbal communication and workplace emotions.

scholarly journals Pengaruh persepsi siswa tentang penerapan metode tutor sebaya, lingkungan belajar dan motivasi belajar siswa terhadap efektivitas metode pemecahan masalah dan hasil belajar siswa ranah kognitif pada kelas I MI Al Hikmah Ngareskidul Gedeg Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 103
Author(s):  
Achmad Padi
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Significant Relationship ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Independent Variables ◽  
Application Method ◽  
Peer Tutor ◽  
Cognitive Learning Outcomes

The purpose of this study are: 1) To determine whether the effect Implementation Method Student Perceptions of the Effectiveness of Peer Tutor troubleshooting methods. 2) To determine whether the learning environment affect the effectiveness of troubleshooting methods. 3) To determine whether the Student Motivation affect the effectiveness of troubleshooting methods. 4) To determine whether the Student Perceptions of Peer Tutor Application Method to cognitive learning outcomes of students. 5) To determine whether the learning environment affect the students' cognitive learning outcomes. 6) To determine whether the Student Motivation towards cognitive learning outcomes of students. 7) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation affect the effectiveness of troubleshooting methods. 8) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation effect on students' cognitive learning outcomes. From the analysis can be summarized as follows: 1) There is a significant relationship between Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation Method of the Effectiveness of troubleshooting. with the value Fhitung 77 978 (significance F = 0. 000). So Fhitung> Ftabel (77 978> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions about the application of the method tutor Peer (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Efektiftas Solving Methods of Problem Solving (Y1) 2) There is a significant relationship between student Perceptions of Peer Tutor Application method, learning environment, student Motivation towards learning outcomes of students cognitive value Fhitung 78 323 (significance F = 0. 000). So Fhitung> Ftabel (78 323> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions of Peer tutor application method (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Learning Outcomes Cognitive Domains (Y2).

Faculty and Student Perceptions of the Presence of Emotional Support Animals on a College Campus

2019 ◽  
pp. 1-17 ◽  
Author(s):  
Miranda Goodman-Wilson ◽  
Lauren Highfill
Keyword(s):  
Student Perceptions ◽  
Emotional Support ◽  
College Campus ◽  
Perceived Benefits ◽  
Accountability Measures

AbstractColleges are experiencing an increase in requests for Emotional Support Animals (ESAs) to live on campus. However, misconceptions about policies pertaining to ESAs are pervasive. No formal, published study has yet examined the opinions of those who are most impacted—faculty and students. In the present study, 45 faculty and 228 students (49 living with an ESA) were surveyed about their understanding of ESAs and ESA-related policies. Participants were asked about the perceived benefits and disadvantages of having an ESA at college. Results indicate that the majority of faculty and students are supportive of ESAs on campus generally. However, opinions about permitting ESAs into academic spaces are considerably more mixed. Among both faculty and students, there is much confusion about the rules which govern their presence on campus. The survey also revealed support for increased accountability measures for ESAs in the form of training qualifications and welfare considerations.

Women Support Providers Are More Susceptible Than Men to Emotional Contagion Following Brief Supportive Interactions

2011 ◽  
Vol 35 (4) ◽  
pp. 611-616 ◽  
Author(s):  
Eran Magen ◽  
Paul A. Konasewich
Keyword(s):  
Gender Differences ◽  
Physical Health ◽  
Emotional Support ◽  
Exploratory Study ◽  
Emotional State ◽  
Emotional Contagion ◽  
Additional Research ◽  
Costs And Benefits ◽  
Support Providers ◽  
Naturalistic Setting

People in distress often turn to friends for emotional support. Ironically, although receiving emotional support contributes to emotional and physical health, providing emotional support may be distressing as a result of emotional contagion. Women have been found to be more susceptible than men to emotional contagion in certain contexts, but no studies examined the context of providing support to a troubled friend in a naturalistic setting. Our exploratory study aimed to test for gender differences in emotional contagion as a result of offering emotional support to a troubled friend. We studied naturalistic informal supportive interactions among 48 pairs of friends. Following an 8-min interaction with a troubled friend, (a) women were more likely than men to experience a deterioration in their positive emotional state and (b) changes in women’s emotional state were positively correlated with changes in their troubled friends’ emotional state, whereas changes in male support providers’ emotional state were unrelated to changes in their troubled friends’ emotional state. These results suggest that women are more susceptible than men to emotional contagion following brief interactions with a troubled friend, thereby highlighting the importance of conducting additional research into the costs and benefits of exchanging emotional support among friends.

scholarly journals TeamMates

2018 ◽  
Vol 32 (1) ◽  
Author(s):  
Jody C. Isernhagen
Keyword(s):  
Academic Achievement ◽  
Rural Communities ◽  
Student Perceptions ◽  
Emotional Support ◽  
Well Being ◽  
Mentoring Program ◽  
Social And Emotional ◽  
Low Achieving Students ◽  
Positive Effect

Numerous studies have found that mentoring has a positive effect on students who participate in it. Mentorship for students in rural communities is both necessary and challenging given the uphill battle these schools and communities face to improve their students’ academic achievement and emotional well-being. Through examining teacher, parent, and student perceptions of the TeamMates Mentoring Program in a rural Nebraska district, this study concluded that TeamMates is providing necessary social and emotional support to its mentees in rural schools, as well as encouraging them to improve their grades. However, TeamMates must continue to heighten its support of low-achieving students and to help fulfill students’ long-term goals.  

Workplace Emotion and Communication

2016 ◽  
Vol 31 (1) ◽  
pp. 69-87 ◽  
Author(s):  
Moyi Jia ◽  
Jiuqing Cheng ◽  
Claudia L. Hale
Keyword(s):  
Nonverbal Behavior ◽  
Emotional Support ◽  
Emotional Response ◽  
Emotional Experience ◽  
Emotion Work ◽  
Future Research ◽  
Nonverbal Immediacy ◽  
Response Theory ◽  
Personal Influence ◽  
Emotion Experience

Guided by emotional response theory (ERT) and Mehrabian’s theory of nonverbal behavior, the current study examined links between supervisor nonverbal immediacy (NI), employee emotion experience, and employee motives for communicating with a supervisor. Analyses of data collected from 608 participants indicated that supervisor NI significantly predicts subordinates’ emotional experience, including emotion work and perceived emotional support. Subordinates are motivated to attain relationally oriented needs from their supervisor, rather than personal influence needs, through their satisfactory emotion experiences in the workplace. Theoretical contributions and suggestions for future research are discussed.

scholarly journals ‘We too find it difficult’: A consideration of site-based Holocaust education as emotional labour

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Alasdair Richardson
Keyword(s):  
Emotional Support ◽  
Teaching And Learning ◽  
Emotion Work ◽  
Support Network ◽  
Complex Interplay ◽  
Holocaust Education ◽  
Emotional Labour ◽  
The Holocaust ◽  
Work Done

Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of ‘emotional labour’, the study explores how the educators articulate their emotion work, and how they manage their emotions in situ. The findings reveal a complex interplay of emotion work and self-preservation that results in educators variously altering the extent to which they are ‘present’ and how they choose to withdraw themselves emotionally from certain exhibits or spaces at the museum. The study also reveals the benefits of the informal emotional support network that exists between the educators, as well as the various routines they adopt to help them manage their emotion work. It is argued that the findings of this paper highlight a need for further research into how teachers teach about emotionally difficult histories such as this, in similar and more diverse contexts.

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