Emotional Presence in Online Learning

This chapter presents a theoretical understanding of emotional presence in online learning. Research findings show that emotions have a crucial influence on successful online learning. The increasing rate of online courses, especially in higher education, makes us reconsider how necessary emotional presence is to participate in the learning process. Learning is not only a teaching or assessment process, but also a social and emotional process. It is therefore crucial to understand how students engage in online learning, and how lecturers and students perceive their emotional presence. This chapter also highlights the importance of emotions expressed by both students and lecturers in online learning.

The mediating role of rumination and personal growth on pandemic depression: a longitudinal study

Introduction The experience of recent months, caused by COVID-19 pandemic including strict home confinement, has required older people to implement coping strategies to combat the harmful effects of depression and associated loneliness. Method: longitudinal study, including functionally and cognitively independent people over 65, three temporal evaluation measures: WAVE1 (6 months pre-COVID-19, N=305; M=73.63; 58.9% women), WAVE2 (during home confinement; N=151; M=73.14; 59.6% women) and WAVE3 (8 months post-WAVE2; N = 85; M=72.62; 64.70% women). Bivariate correlations and a multiple hierarchical regression model are performed to explain the variance of depression in WAVE3 from rumination and growth on general life events (in WAVE1) and rumination and personal growth associated with COVID-19, both in WAVE2 and WAVE3. Results statistically significant correlations are obtained between all the variables. The regression model explains 65.7% of the variance of depression (all steps significant). Both rumination (B=0.45;p=0.00) and growth (B=-0.40;p=0.00) on general life events (WAVE1) explain 54.5% of the depression in WAVE3. Rumination on COVID (B=.310;p≤0.01) in WAVE2 and the growth over COVID (B=-0.24;p≤0.01) in WAVE3, allow a significant explanation of 6.8 and 4.4% of the proposed model, respectively. Conclusions it seems clear the impact that emotional regulation strategies have on life events over time. In addition, rumination is an emotional process of maladaptive coping also in the face of the pandemic. However, the growth capacity of the person is a useful tool to combat the damaging effects of negative life events. In the elderly, it seems necessary to influence and bet on positive coping strategies.

Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: Establishing psychological foundations for higher levels of Māori language proficiency

<p>This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer & Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus & Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.</p>

Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: Establishing psychological foundations for higher levels of Māori language proficiency

<p>This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer & Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus & Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.</p>

EXPRESS: STRUGGLING TO MAKE SENSE OF IT ALL: THE EMOTIONAL PROCESS OF SENSEMAKING FOLLOWING AN EXTREME INCIDENT

Organizations operating in extreme contexts regularly face dangerous incidents they can neither prevent nor easily control. In such circumstances, successful sensemaking can mean the difference between life and death. But what happens afterwards? Our study of emergency management practitioners following a major bushfire reveals a process of post-incident sensemaking during which practitioners continue to make sense of the incident after it ends, during the subsequent public inquiry, and as they try to implement the inquiry’s recommendations. Different varieties of sensemaking arise during this process as practitioners rely on different forms of coping to develop and share new understandings, which not only make sense of the original incident, but also enable changes to help the organization deal with future incidents. Our study also shows that practitioners experience a range of emotions during this process, some of which inhibit sensemaking while others – particularly different forms of anxiety – can facilitate it. Our study makes an important empirical contribution to recent theoretical work on varieties of sensemaking and provides new insights into the complex role of emotions in sensemaking in extreme contexts.

ДІАГНОСТИКА РІВНЯ СФОРМОВАНОСТІ ПРОФЕСІЙНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

Статтю присвячено вивченню професійної культури студентів – майбутніх вихователів закладів дошкільної освіти у процесі їхньої професійної підготовки у закладі вищої педагогічної освіти. Здійснено теоретичний аналіз психолого-педагогічної літератури з проблеми дослідження, розкрито сутність поняття «професійна культура майбутніх вихователів закладів дошкільної освіти». Запропоноване власне трактування поняття «професійна культура майбутнього вихователя закладу дошкільної освіти, а саме: професійна культура майбутнього вихователя – це наявність у педагога духовного багатства (високоморальних цінностей), яскраво вираженої творчої індивідуальності, готової та здатної до нововведень і перетворень; особливих особистісних якостей (гуманізму, любові до дітей, педагогічного оптимізму, толерантності, тактовності тощо); компетентностей педагогічної діяльності в галузі дошкільної освіти; зовнішньої естетичної привабливості. Визначено основні критерії формування професійної культури (духовно-творчий, когнітивний, мотиваційно-ціннісний, рефлексивно-перцептивний, операціональний). Описано рівні сформованості професійної культури майбутніх вихователів, а саме: початковий, адаптивний, репродуктивно-прогностичний, пошуково-творчий. Здійснено добір діагностичних методик за всіма критеріями. Розроблено авторську діагностичну методику «Професійна компетентність майбутнього вихователя закладу дошкільної освіти». Проведено діагностичне дослідження рівня сформованості професійної культури студентів спеціальності «Дошкільна освіта» факультету педагогіки і психології Національного педагогічного університету імені М.П. Драгоманова. В дослідженні застосовувалися теоретичні методи – аналізу, узагальнення, систематизації, порівняння; емпіричні методи – спостереження, анкетування, бесіда; а також діагностичні методики, спрямовані на виявлення рівня сформованості професійної культури майбутніх вихователів закладів дошкільної освіти. Здійснено аналіз результатів діагностичного дослідження. Виявлено недостатній рівень сформованості професійної культури майбутніх вихователів закладів дошкільної освіти, особливо за духовно-творчим та рефлексивно-перцептивним компонентами. Накреслено перспективи подальших досліджень, які полягають у розробці та впровадженні в освітній процес закладів вищої педагогічної освіти технології формування професійної культури майбутніх вихователів закладів дошкільної освіти. Література Белоусова, Т.Ф. (1989). Педагогическая практика как фактор формирования основ педагогической культуры. (Автореф. дис. канд. пед. наук). Ростов-на-Дону. Гальченко, В.М., & Семенча, Л.Г. (2020). Професійна культура як системоутворювальний фактор успішності майбутніх педагогів у професійній діяльності. The XXI century education: realities, challenges, development trends (Monograph). In prof. Hanna Tsvietkova (Ed). (c.509–522) Hameln : InterGING. Гальченко, В.М. (2019). Творча індивідуальність як основа професійної культури майбутніх вихователів закладів дошкільної освіти. Professional development of a teacher in the light of European integration processes. In prof. Hanna Tsvietkova (Ed). (c. 531–549). Hameln : InterGING. Головина, Е.С. (2005). Педагогическое содействие формированию профессиональной культуры будущих социальных педагогов в вузе. (Автореф. дис. канд. пед. наук). Екатеринбург. Зязюн, І.А., & Сагач, Г.М. (1997). Краса педагогічної дії. Київ : АПН України. Исаев, И.Ф. (2004). Профессионально-педагогическая культура преподавателя. Москва : Академия. Павелко, Н.И. (2004.) Культурологическая парадигма теории профессионально-педагогической культуры преподавателя высшей школы (Дис. д-ра культурологии). Краснодар. Радул, В.В., Кравцов, В.О., & Михайліченко, М.В. (2007). Основи професійного становлення особистості сучасного вчителя (Навчальний посібник). Кіровоград : «Імекс-ЛТД». Birkeland, Å., & Ødemotland, S. (2018). Disorienting Dilemmas – the Significance of Resistance and Disturbance in an Intercultural Program within Kindergarten Teacher Education. psych. Behav., 52, 377–387. doi: https://doi.org/10.1007/s12124-018-9433-y Jokikokko, K. (2016). Reframing Teachers’ intercultural learning as an emotional process. Intercultural Education, 27(3), 217–230. doi: https://doi.org/10.1080/14675986.2016.1150648. Weston, K., Ott, M., & Rodger, S. (2018). Handbook of School-Based Mental Health Promotion. Cham : Springer. Moreno, V.M. (2020). The Ideal Teacher Different Images. Hu Arenas. doi: https://doi.org/10.1007/s42087-020-00148-0

Emotions, De/Attachment, and the Digital Archive: Reading Violence at the International Criminal Tribunal for the Former Yugoslavia (ICTY)

The study of global politics is not an exercise in objectivity and rationality, but one that is embodied, personal, and deeply affective. Feminist scholarship both within and outside of International Relations (IR) have pioneered discussions of embracing our affective experiences as researchers, as well as maintaining ethical commitments to research participants and collaborators. In addition to feminist contributions, the emotional turn in IR has seen the emergence of vibrant scholarship exploring the role of emotions in sites and processes of global politics, as well as the role of emotions in the research process. In this article, I aim to contribute to this growing body of scholarship by speaking to these and other questions that explore the role of emotions in researchers’ engagement with their work. In particular, I draw on and interrogate my own emotional entanglements with the digital archives of the International Criminal Tribunal for the former Yugoslavia (ICTY). The goal of this article is to provide insights into the emotional process of reading and interpreting testimonies of violence, and to illuminate ethical concerns that arise – particularly as an ‘outsider’ – when reading and representing trauma in my research.

Emotions and Spillover Effects of Social Networks Affective Well Being

A growing body of literature supports the notion that the well-being of individuals is influenced by their social networks site (SNS) experiences. In this research, the authors analyze the effect of such SNS experience perceptions, termed social networks affective well-being (SNAWB) on behavior in non-SNS sites. Specifically, the authors ask if the visual interface design of a non-SNS site affects the level to which the decisions made in that site are influenced by the decision maker's SNAWB. Relating to theory on emotion and action readiness, this research hypothesizes on the expected effects of a visual interface design that includes elements that may trigger SNS-related emotions. To test the hypothesis, this paper conducts two experiments: 1) an online experiment and 2) a controlled lab experiment with eye-tracking. The results show that individuals' decisions are affected by the level to which the website interface design may trigger SNS emotions. The results further provide evidence on the emotional process leading to different effects according to the type of decision made.

The Neuropsychology of Emotion and Emotion Regulation: The Role of Laterality and Hierarchy

Over the last few decades, work in affective neuroscience has increasingly investigated the neural basis of emotion. A central debate in the field, when studying individuals with brain damage, has been whether emotional processes are lateralized or not. This review aims to expand this debate, by considering the need to include a hierarchical dimension to the problem. The historical journey of the diverse literature is presented, particularly focusing on the need to develop a research program that explores the neural basis of a wide range of emotional processes (perception, expression, experience, regulation, decision making, etc.), and also its relation to lateralized cortical and deep-subcortical brain structures. Of especial interest is the study of the interaction between emotional components; for example, between emotion generation and emotion regulation. Finally, emerging evidence from lesion studies is presented regarding the neural basis of emotion-regulation strategies, for which the issue of laterality seems most relevant. It is proposed that, because emotion-regulation strategies are complex higher-order cognitive processes, the question appears to be not the lateralization of the entire emotional process, but the lateralization of the specific cognitive tools we use to manage our feelings, in a range of different ways.