Affective engagement as a contextual dimension for predicting intentions to revisit and recommend events – a multinational comparison

2019 ◽  
Vol 12 (3) ◽  
pp. 401-421
Author(s):  
Willem J.L. Coetzee ◽  
Shahab Pourfakhimi
Keyword(s):  
Affective Engagement ◽  
Contextual Dimension

scholarly journals Musical Engagement is Linked to Posttraumatic Resilience: The Role of Gender, Personality, and Music Listening Styles After Childhood Trauma

2021 ◽  
Vol 4 ◽  
pp. 205920432199373
Author(s):  
Nora Rosenberg ◽  
David M. Greenberg ◽  
Michael E. Lamb
Keyword(s):  
Gender Differences ◽  
Childhood Trauma ◽  
Mental Health Professionals ◽  
Coping Styles ◽  
Adult Survivors ◽  
Well Being ◽  
Small Sample ◽  
Music Listening ◽  
Affective Engagement ◽  
Musical Engagement

Previous research on the links between music and posttraumatic resilience have typically relied on small sample sizes and case studies from clinical settings. To address this important gap, we conducted an online study to measure childhood trauma and adult musical engagement in everyday life in non-clinical contexts. The present study ( N = 634) investigated these links by administering online questionnaires about musical engagement, personality, and demographics to adult survivors of childhood trauma. Hierarchical regression analyses showed that social music listening predicted increased well-being in males while affective music listening predicted decreased well-being in males. Gender moderated the interaction between affective engagement and well-being: affective engagement was linked to increased well-being in females and a decrease in males. Furthermore, neuroticism moderated the interaction between narrative listening and well-being: narrative listening was linked to increased well-being for participants with low neuroticism and a decrease for those with high neuroticism. These findings may reflect general gender differences in coping styles: emotional reflection for females and emotional distraction for males, and suggest gender differences in attentional biases, rumination, and capacities for disassociation. Taken together, the results show that there are individual differences in musical engagement and posttraumatic resilience based on gender and personality. These findings are useful for the development of music-based coping strategies that mental health professionals can tailor for individual clients.

scholarly journals CoPart: a context-based partitioning technique for big data

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sara Migliorini ◽  
Alberto Belussi ◽  
Elisa Quintarelli ◽  
Damiano Carra
Keyword(s):  
Big Data ◽  
Quality Criteria ◽  
Query Execution ◽  
Data Correlation ◽  
Huge Amount ◽  
Programming Paradigm ◽  
Computation Node ◽  
Contextual Dimension ◽  
Partitioning Technique ◽  
The Way

AbstractThe MapReduce programming paradigm is frequently used in order to process and analyse a huge amount of data. This paradigm relies on the ability to apply the same operation in parallel on independent chunks of data. The consequence is that the overall performances greatly depend on the way data are partitioned among the various computation nodes. The default partitioning technique, provided by systems like Hadoop or Spark, basically performs a random subdivision of the input records, without considering the nature and correlation between them. Even if such approach can be appropriate in the simplest case where all the input records have to be always analyzed, it becomes a limit for sophisticated analyses, in which correlations between records can be exploited to preliminarily prune unnecessary computations. In this paper we design a context-based multi-dimensional partitioning technique, called CoPart, which takes care of data correlation in order to determine how records are subdivided between splits (i.e., units of work assigned to a computation node). More specifically, it considers not only the correlation of data w.r.t. contextual attributes, but also the distribution of each contextual dimension in the dataset. We experimentally compare our approach with existing ones, considering both quality criteria and the query execution times.

Cheering My Friends Up: The Unique Role of Interpersonal Emotion Regulation Strategies in Social Competence

2021 ◽  
pp. 026540752110542
Author(s):  
Kyongboon Kwon ◽  
Belén López-Pérez
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Peer Group ◽  
Systematic Investigation ◽  
Fifth Grade ◽  
Affective Engagement ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Peer Nominations ◽  
Interpersonal Domain

A systematic investigation has been lacking regarding children’s deliberate regulation of others’ emotions which is labeled interpersonal emotion regulation (ER). Based on a theoretically derived model of Interpersonal Affect Classification, we examined children’s interpersonal ER strategy use in the peer group. Participants were 398 fourth and fifth grade children from the Midwestern United States. Children rated themselves regarding their use of intrapersonal and interpersonal ER strategies as well as attention to friends’ emotions. Teacher-report and peer nominations were used to assess social competence regarding prosocial behavior and emotion sharing. Awareness of and attention to friends’ emotions were positively and more strongly associated with interpersonal ER than intrapersonal ER. Children reported affective engagement most strongly followed by humor, cognitive engagement, and attention to improve friends’ feelings. Among the four interpersonal ER strategies, only affective engagement was uniquely associated with social competence; intrapersonal ER was not associated with social competence. The findings support the significance of broadening the focus of ER to the interpersonal domain to promote the development of children’s ER and social competence.

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

scholarly journals ROLE AMBIGUITY, CONFLICT AND OVERLOAD AS PREDICTORS OF EMOTIONAL EXHAUSTION: THE MEDIATION EFFECT OF TEACHING SATISFACTION AND AFFECTIVE COMMITMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 37-55
Author(s):  
Khalid Faris Alyamy ◽  
Loh Sau Cheong
Keyword(s):  
Special Education ◽  
Role Conflict ◽  
Emotional Exhaustion ◽  
Role Ambiguity ◽  
Mediation Effect ◽  
Role Overload ◽  
Direct Impact ◽  
Affective Engagement ◽  
Teaching Satisfaction ◽  
The Impact

Owing to the emotionally demanding work context, emotional exhaustion is conceived as a general concern in special education. In a group of 216 special education teachers in the Kingdom of Saudi Arabia, this research has investigated the direct effect of role ambiguity, role conflict, and role overload on teacher’s emotional exhaustion. Participants completed the scales of emotional exhaustion, role conflict, role Ambiguity, role overload, affective engagement, and teaching satisfaction. Structural Equation Modelling Analysis (SEM) has been adopted for testing the hypotheses of this research. Results indicate that role overload had a positive significant direct impact on emotional exhaustion. Similarly, role conflict shows a positive significant direct impact on emotional exhaustion, whereas role ambiguity has a negligible direct impact on emotional exhaustion. The estimation of the indirect path between measurements of role stressors and emotional exhaustion through teaching contentment reveals that teaching contentment mediates the effect of role conflict on emotional exhaustion. The research suggests that there is no intervention effect of teaching contentment on the impact of role overload on emotional exhaustion and the impact of role overload and role conflict on emotional exhaustion is mediated by affective engagement. The research recommends further studies to explore the direct and indirect effect of role ambiguity on emotional exhaustion.

What is “usable” knowledge? Perceived barriers for integrating new knowledge into management of an iconic Canadian fishery

2019 ◽  
Vol 76 (3) ◽  
pp. 463-474 ◽  
Author(s):  
Vivian M. Nguyen ◽  
Nathan Young ◽  
Marianne Corriveau ◽  
Scott G. Hinch ◽  
Steven J. Cooke
Keyword(s):  
Pacific Salmon ◽  
Lessons Learned ◽  
Government Employees ◽  
Usable Knowledge ◽  
Institutional Structures ◽  
New Knowledge ◽  
Transfer Strategies ◽  
Salmon Fishery ◽  
Contextual Dimension

Understanding the perspectives of knowledge users and the demands of their decision-making environment would benefit researchers looking to enhance the utility of the knowledge they generate. Using the Fraser River Pacific salmon fishery as a case study, we investigate the views of 49 government employees and stakeholders regarding the barriers to incorporating new knowledge into fisheries management. Our study uses analysis of qualitative data structured by a knowledge–action framework, which revealed that 90% of respondents perceived the contextual dimension (e.g., institutional structures and norms) as a barrier for incorporating new knowledge, followed by barriers related to the characteristics of knowledge actors (52% of respondents), characteristics of the knowledge (27%), time and timing (27%), knowledge transfer strategies (17%), and relational dimension (8%). The identified barriers have indirect–direct relationship with knowledge producers and appear hierarchical in nature. We note that informal relationships can enable conditions whereby knowledge users can access new knowledge, and knowledge producers can gain insights on users’ needs. We discuss lessons learned from the case, which we believe can be applied more beyond fisheries.

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