Emotional Culture Research Articles

Creating a culture of care: What leaders can do to enhance employee engagement and employee advocacy

ABSTRACT The emotional culture of a workplace plays a vital role in organizational success. The present project builds on prior organizational emotional culture scholarship by 1) exploring specific positive communication behaviors derived from the model of positive communication that leaders can employ to facilitate a positive emotional culture (PEC), 2) examining the potential benefits of a PEC, including enhanced employee engagement and increased employee advocacy, and 3) grounding the research in broaden-and-build theory. The findings revealed that although positive communication practices from leaders do not directly impact employee engagement nor advocacy, they do shape the development of a positive emotional culture in the workplace, which in turn does influence those productive outcomes. This study highlights the significance of emotions in the workplace and offers practical insights for leaders to foster a more motivated and loyal workforce, benefitting both organizations and their employees.

"Undisciplined and a Moral Danger": Fright, Idleness and Immorality as Attributions of "Imbecile Children" in Late Victorian and Edwardian Britain.

From the second half of the nineteenth-century treatment of "imbecile" children in Britain underwent significant change. Examining the period from 1870 to 1920 when imbecility became a discrete category, and a matter of concern in policy and practice, this paper focuses on conceptualizations around fright, idleness, morality, and parental mental state as behavioral, emotional, and psychological causes and attributions of "imbecility" in children. I view this in light of the Victorian emotional culture of "care and control," which was driven by a shift in cost-cutting and fear of the impact of "imbecile children" on society, justifying exclusions, defining boundaries, and driving change. In light of the legacy of the "deserving/undeserving paradigm" and "care and control" agenda propagated by the Poor Law established in 1834 in England (and in 1845 in Scotland), "idleness" and "immorality" implied a form of abnormality, while "fright" could cause abnormality, and all needed to be controlled. Furthermore "fright" was classified as an (external) emotional event or trigger that has a lasting impact, and an early indication of including psychological factors (in addition to somatic) in explanations of "deficiencies." Using the Scottish National Institution for the Education of Imbecile Children founded in 1862 and the Waifs and Strays Society for destitute children, established in London in 1881 as examples, I argue that concerns about the rise of "mental deficiency" in the late Victorian and Edwardian periods were driven by moral panic as a force for social control, and to a lesser extent, the concept of care.

Emotional Labour in the Neoliberal University: The Standpoint of Female Academics in Norway with Experience of Sick Leave

ABSTRACT In this article, we show how female academics who have been on sick leave hide feelings of exhaustion, fear, and a lack of control and change these feelings into expressions of control and engagement when interacting with students and colleagues. We contend that these emotional efforts are a response to the emotional culture of the university in which vocation and commitment to teaching and research have become entangled with neoliberal management trends. Within this context, academic performance and student satisfaction are measured and evaluated. We use Hochschild’s theory of emotional labour and the literature on the emotional culture of universities under neoliberal management to illuminate how emotional labour takes place in neoliberal academia and argue that this type of work is gendered. Our findings contribute to the growing body of research on gendered emotional labour in the neoliberal academy and add to our understanding of how this form of management affects the emotional lives of those working there.

THEORETICAL PRINCIPLES OF EMOTIONAL INTELLIGENCE FORMATION OF JUNIORS

In the 20th century, logical intelligence was key to science and education, but in the 21st century, when globalization has covered all areas of life, emotional intelligence and its practical and creative aspects have become relevant. The aim of the article is the analysis of the theoretical foundations of the emotional intelligence development of juniors. We have come to the conclusion that the concept of emotional intelligence emphasizes the importance of developing emotional skills in social and professional spheres of life, as well as their impact on personal success and well-being. Emotional intelligence can be improved through training and practice, and it plays an important role in interpersonal relationships, communication and leadership skills. Also, to form the emotional culture of students in modern conditions, as provided for in the Concept of the New Ukrainian School, it is necessary to use effective pedagogical methods and tools. With their help, teachers can contribute to the psychological support of children and help overcome difficult emotional states, both in the team and in each individual. It is significant to create a safe and supportive environment for children where they can feel safe and enjoy childhood life, learning and play again.

Exploring the interplay of parenting styles, basic empathy, domestic violence, and bystander behavior in adolescent school bullying: a moderated mediation analysis.

This study investigates how parental styles, basic empathy, and family violence influence adolescents' bystander behaviors in school bullying. A survey was conducted with 1,067 students from three middle schools in southern China. Multifactor logistic regression and a moderated mediation model were employed to analyze the relationships between positive and negative parental styles, basic empathy, and bystander behaviors. The study found significant correlations and predictive relationships: Positive parental styles were strongly associated with increased basic empathy (r= 0.29, p < 0.01) and behaviors that protect victims (r = 0.29, p < 0.01). In contrast, negative parental styles correlated positively with behaviors that support bullying (r = 0.12, p < 0.01) and instances of family violence (r = 0.62, p < 0.01). Basic empathy negatively predicted behaviors that promote bullying (β= -0.098, p < 0.01) and positively predicted protective behaviors toward victims (β = 0.249, p < 0.001). Furthermore, family violence weakened the positive effects of positive parental styles on both empathy (β = -0.075, p < 0.001) and protective behaviors (β = -0.025, p < 0.01). The findings indicate that positive parental styles indirectly promote adolescents' victim protector behaviors by enhancing their basic empathy, underscoring the importance of emotional cultivation. Meanwhile, family violence weakens the positive impact of these parental styles on basic empathy and protective behaviors, harming adolescents' emotional security and behavioral norms.

Examining the moderating role of organizational emotional culture on the relationship between leader emotional intelligence and employee job performance in South Africa’s additive manufacturing industry

South Africa’s additive manufacturing research has mostly concentrated on engineering and technical aspects, with a lack of studies on management and organizational dynamics. To fill this gap, we conducted research on the direct and moderating links between leader emotional intelligence, organizational emotional culture, and employee job performance in South African additive manufacturing enterprises. We used a deductive research approach, a quantitative research method, and a cross-sectional explanatory correlational study design. Our study used simple random sampling to select 148 employees of additive manufacturing firms in South Africa. Questionnaires served as the data collection instruments, and online data gathering was done using Google Forms. The Statistical Package for Social Sciences (SPSS) version 26 software was used for data coding, data entry, and descriptive statistics. Smart PLS 4 was used to conduct partial Least Squares (PLS) Structural Equation Modelling. Findings of the study demonstrate that a significant positive relationship exists between leader emotional intelligence and employee job performance. A significant positive relationship also exists between leader emotional intelligence and organizational emotional climate. A significant positive relationship was found to exist between organizational emotional culture and employee job performance. The finding also showed that organizational emotional culture moderates the relationship between leader emotional intelligence and employee job performance. The findings suggest that developing emotional intelligence among leaders in South African additive manufacturing enterprises could enhance both staff productivity and the organizational emotional environment. Our findings highlight the importance of prioritizing leader emotional intelligence training and development for additive manufacturing enterprises in creating a good emotional environment conducive to enhanced staff job performance.

Emotional Culture of Hope as a Driver of Entrepreneurial Social Action in Warzones

Emotional Culture of Hope as a Driver of Entrepreneurial Social Action in Warzones

Limited McDonaldization as a Success Recipe: An Ethnographic Study of Yili Driving School in Jinan, China

Current corporate culture studies mainly emphasize the management and motivation of employees within an enterprise, while little consideration is taken of the interaction between the enterprise, employees and customers. Based on an ethnographic study of Yili Driving School in Jinan, this article explores the success recipe of service-oriented enterprises. It argues that the success of the driving school can be attributed to its corporate culture of limited McDonaldization, consisting of two contradictory but coexisting models, i.e. a rationalized and standardized management model and a relational and emotional work model, in which corporate management, employees and consumers are all involved. So far as the driving school is concerned, the school administrators, coaches and students selectively use cultural resources to adopt different action strategies which enable the participants of the corporate culture to achieve a win-win situation. This study highlights not only the McDonaldized management of the enterprise, but also the mechanism of emotional cultivation between the driving school, instructors and trainees. The result of this study is hoped to contribute to research on corporate culture and enterprise anthropology by breaking with the previous approaches from within the company.

Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture

Karsty and miserable: Dark humor in the subsurface geopoetics of caving

Geographic accounts of caving have critiqued the propensity of affects and practices which reinforce EuroAmerican coloniality and hubris, while also finding alternative paths of intimacy and lively relationality. Yet subsurface geographies can also reinforce cliched spatial and moral topographies. This article reflects on the production of an ambivalent affect of “dark humor” in caves, through caver social worlds, and in cave writing and song. I use a Bachelardian phenomenology of the imagination as a method of interpreting the geopoetics of cave space and cave emotion related topologically rather than topographically into easy interior/exterior or surface/depth oppositions. Through Jan and Herb Conn's cave ballads and poetry, imaginative place names, and accounts of irritating struggles with manganese, a different emotional culture of caving is produced than the masculine risk-seeking one might expect. Nonetheless, such phenomenological focus on immediacy of creative imagination risks precluding broader historical-political contexts of settler coloniality. Seeking a position between “ruthlessly critical” or “post-critically evasive” analyses, I consider how the Conns produced an “anti-heroic” attitude useful beyond caving and the politics of the subsurface but without purity or innocence.

Correcting Emotional Deviance: Affective Inclusion Amid Social Inequality and Power Hierarchies

ABSTRACT This article uses empirical data from a case study in Germany to introduce the concept of “affective inclusion.” Affective inclusion is understood as both an institutional and programmatic response to emotional deviance that arises in the wake of power hierarchies and social inequalities. The aim of these efforts is to incorporate individuals or groups into a dominant emotion culture, especially after their emotions have been labeled as deviant. The empirical study uses a unique combination of qualitative data and methods, including ethnographic observations during an anti-violence program for amateur soccer players and an analysis of a television report on the same workshop. The analysis addresses the social dynamics that determine the processes of affective closure and openness and examines the strategies, practices and techniques that institutional actors employ to address this phenomenon, including teaching emotional control and nudging participants into the prevailing emotion culture. In addition, the study shows how affective inclusion is intertwined with social inequality and discrimination.

Researching Emotional Experiences as Discursive Elements – A Suggested Qualitative Method

As scholars in the fields of political science, media research, and social psychology endeavor to understand crucial aspects of emotionality in the media, there is a growing need to methodologically address the communicative and discursive aspects of affective constructions in media texts. This article argues that by breaking down mediated emotional experiences represented through language in a set of identifiable elements, such as subject, emotion type, valence, intensity, proposed action, and object, those experiences could be used as workable and potent units of analysis when studying discursive and ideological media constructs of emotionality. By connecting insights from emotion science, the sociology of emotions, and media sociology, the qualitative method outlined, Emotional Experience Profiling (EEP), provides a flexible research tool conducive to an understanding of how emotional experiences represented through language in media texts are constructed and how they shape political discourse, identity, and emotional cultures. To demonstrate and illustrate the application of the method, the article provides examples from a pilot study which explores the research question: How do emotional experiences featured in Swedish far-right alternative news media construct and articulate political discourse?

Playing "mental judo": Mapping staff compassion in Canadian federal prisons.

Prisons are inherently emotional environments where both staff and prisoners engage in a continuous process of emotion management while working and living in carceral spaces. This paper explores how Correctional Service of Canada (CSC) values and norms shape how predominantly nonuniformed staff manage compassion inside the prison environment. This includes when and to whom they are allowed to express compassion, when they need to hide or suppress the expression of compassion, and how expressing compassion toward prisoners can elicit feelings of disgust among some staff. We argue that, in the emotional arena that is prison, compassion is (re)configured into an individualized and compulsory emotion by way of CSC's organizational emotion culture that emphasizes punishment and control (the security-care nexus) rather than a transformative act that helps to resist the harms of incarceration and encourages healing. Compassion thus becomes a disciplinary apparatus whereby staff self-discipline as they alter their own emotional orientation toward their work, prisoners, and other staff and as a practice to collectively surveil, evaluate, and regulate one another. We contend that compassion bound to questions and practices of security stifles rehabilitation in this environment and that health and other care work must be reintegrated into community settings.

The Effect of Positive Emotional Culture and Symmetrical Internal Communication on Organizational Identification in Manufacturing Company

Penelitian ini bertujuan untuk mengeksplorasi hubungan antara bahasa motivasi pemimpin, komunikasi internal simetris, iklim etika dan budaya emosional positif pada perusahaan manufaktur. Penelitian ini dilakukan di wilayah Jakarta, Bogor, DEPOK, TANGERANG, dan BEKASI. Proses pengumpulan data dilakukan dengan menyebarkan kuesioner secara online dengan menggunakan metode purposive sampling untuk menentukan responden. Penelitian ini dilakukan terhadap 255 karyawan pada perusahaan manufaktur. Data yang diperoleh dianalisis dengan menggunakan metode model persamaan struktural (SEM). Hasil penelitian ini menunjukkan pengaruh komunikasi internal simetris pada identifikasi organisasi dan bahasa motivasi pemimpin terhadap budaya emosional positif. Sedangkan iklim etis dan budaya emosi positif tidak berpengaruh terhadap identifikasi organisasi.Kata Kunci: Kata kunci berisi gagasan atau konsep dasar yang mewakili bidang yang diteliti

ЕМОЦІЙНА КУЛЬТУРА ВЧИТЕЛЯ: ДЕФІНІТИВНИЙ АНАЛІЗ І ФЕНОМЕНОЛОГІЯ ЯВИЩА В КОНТЕКСТІ НАДЗВИЧАЙНИХ СИТУАЦІЙ

The article presents an analysis of theoretical positions of scientists and definitive approaches to the essence and content of the concept of «emotional culture of a teacher», clarified the specifics of its interpretation in various branches of science, revealed the phenomenology of this phenomenon in the context of emergency situations, focused attention on the importance of a teacher's emotional culture in ensuring harmonization of the educational process in the complex conditions of today. The analysis of scientific sources showed a significant interest in the phenomenon of «emotional culture» of domestic and foreign philosophers, psychologists, and teachers. The development of emotional culture as a professionally important quality of teachers is considered by domestic and foreign scientists to be one of the most urgent tasks of pedagogical and psychological support of professional training. It was concluded that the level of development of the teacher's emotional culture will depend on the emotional development and success of students in emergency situations. The problems of emotional culture research indicate that it belongs to a wide range of discussed issues, which are based on the study of emotions, the emotional sphere, and the emotional development of the individual. It was established that the meaning of the concept of «emotional culture of a teacher» covers the range from self-regulation of mental states to the spiritual culture of a teacher's personality. Definitive analysis of the concept proved that it is an integrative quality of personality. The analysis of the source base on the researched problem made it possible to clarify the meaning of the concept of «emotional culture of the future teacher in emergency situations» as an integral personal characteristic that has a complex structure, integrating the developed emotional sphere of the teacher, the value attitude to the emotional life of the schoolboy and his inner world, cognitive complex, activitypractical complex. The analysis of scientific publications showed that there are very few studies of the problem of educating the teacher's emotional culture in emergency situations. The definition of the mechanisms of the development of the emotional culture of future teachers in the complex conditions of today remains debatable.

El marco epistémico de la esperanza y su articulación con la imaginación política: una reflexión a partir del paradigma kantiano

This paper aims to inspect the political potential of Kant’s grounding of hope and its content breaks down in three parts. First, I give an account of Kant’s approach to right and hope as a rule for our judgments and actions, shedding light over the shift that Kant’s notion of the Highest Good undergoes from a theological framework to a political one, which makes of individuals the main feature of action. Second, I focus on the intergenerational exercise of imagination inasmuch as it foreshadows the material and symbolic needs of the forthcoming generations, highlighting the key role it plays for addressing the political agency of hope. Moreover, I focus on the capacity of this kind of imagination to resist against the devices and (mis-)informative tendencies that lead human imagination to collapse as the headquarters of critical mental activity. Third, I address the epistemic framework that seems more adequate to continue drawing to hope as a promising tool to build up subjects conscious of the shortcomings of the world and the society they are embedded in. Finally, I display some concluding remarks about the interaction between material structures and culture of emotions as a key issue stemming from this enquiry of Kant’s conceptual legacy about hope.

The future teachers’ emotional culture development as a professional growth resource

Nowadays, the search for the new opportunities how to improve the teacher’s professional level and how to create the conditions for his professional growth has intensified. The teacher’s professional growth implies a qualitative transformation of professionally important personal properties and abilities, professional knowledge and skills within the framework of the professional activity. The modern teachers’ professional activity develops in the context of uncertainty, novelty and ambiguity. Constantly changing situations actualize the value-semantic and emotional aspects of the teachers’ professional development. The foregoing indicates that it is important for the future teachers to develop an emotional culture as a component of a professional culture. In this regard, the problem of the study is formulated as follows: how to develop the future teachers’ emotional culture in the university? Hence, the purpose of the study is to develop and implement a structural-content model to develop the future teachers’ emotional culture. To test the hypothesis that the understanding of the emotional culture as a resource for a professional growth and modelling the process of its development at a university is important, the following methods are used: theoretical (the scientific literature analysis on the problem of the future teachers’ emotional culture development; to study and generalize the emotional culture development experience in the university), empirical (the observation, survey and pedagogical experiment) and methods of the obtained data mathematical processing. An empirical study is carried out on the basis of Immanuel Kant Baltic Federal University. It has included the developed structural-content model approbation and the subsequent diagnostics of the axiological, cognitive, bihavioral, volitional and reflexive components formation in future teachers’ emotional culture. The study results can be used to develop and implement the future teachers’ training programs, as well as the teachers’ advanced training system in the university. In the future, it is reasonable to study the psychological and methodological university teachers’ readiness to develop the future teachers’ emotional culture.

Measuring Villagers’ Perceptions of Changes in the Landscape Values of Traditional Villages

This study aims to analyze the perceptions and driving factors behind villagers’ changing perceptions of landscape values in the context of drastic landscape changes in traditional Chinese villages. Empirical evidence emphasizes the interplay between local residents’ values and the local policy framework. This study establishes a method to capture the landscape values and preferences of rural community residents by combining participatory mapping with questionnaire interviews. We identified the evaluation of changing landscape values by rural residents and extracted four categories of rural development orientations, namely, economic benefits, emotional culture, public participation, and environmental protection. Furthermore, we delved into the significant heterogeneity in landscape value changes among different social groups. This study highlights the role of villagers’ value judgments in guiding the scientific formulation of traditional village conservation and development policies and promoting the socially sustainable development planning of traditional villages. The research contributes to a more comprehensive understanding of the rural community’s needs and preferences for the local landscape as well as the convergence and divergence between these needs and the government-led rural development trajectory.

Fuelling innovation with love: Unravelling the role of companionate love culture and Confucian work values in employees’ innovative behaviour

Purpose: Following social information processing (SIP) theory, this study enriches existing research on emotional culture and innovative behaviour by introducing the chain mediating role of perspective-taking and knowledge-sharing intentions and the moderating role of Confucian work values.Design/methodology/approach: We conducted a quantitative study using four-stage paired survey data. Data were collected from 392 employees and their corresponding supervisors in three Chinese manufacturing companies in November 2022. We chose these participants due to the significance of innovative behaviour in their roles. The surveys were anonymous and self-administered. We used SPSS20.2 and MPLUS 8.3 software to analyse the data and test our hypotheses.Findings/results: The data analysis results indicated that: (1) the companionate love culture had a positive effect on innovative behaviour, (2) perspective-taking and knowledge-sharing intentions mediated the positive impact of the companionate love culture on innovative behaviour, and (3) Confucian work values moderated the chain mediation path by weakening the positive impact of the companionate love culture on perspective-taking.Practical implications: To promote innovative behaviour in employees, a company could continuously manage the organisational companionate love culture.Originality/value: Drawing on the SIP theory, this paper developed a model clarifying how and when love can fuel innovation in the workplace. It’s interesting that employees with lower Confucian work values may benefit more from a companionate love culture, as they might need more external motivation to engage in perspective-taking and knowledge sharing.

Research on Zhang Xuemen's Ideas on Preschool Teacher Education and Its Practical Significance

The ideas on preschool teacher education proposed by Mr. Zhang Xuemen are based on his own summary of educational experience and continuous research, forming a complete and systematic ideological system. It mainly emphasizes the role of internships, dividing them into four stages: observation, practice teaching, and guidance, and provides timely and feasible methods and detailed operations. Zhang Xuemen's ideas on preschool teacher education have promoted the development of preschool teacher education. It has shifted the focus from theoretical books to practice and organically integrated theory and practice. Zhang Xuemen's ideas on preschool teacher education are of great significance to the development of preschool teacher education in China. This article believes that the core of Zhang Xuemen's ideas on preschool teacher education lies in emphasizing the role of kindergarten practice, pragmatically addressing practical issues in the training of preschool teachers in China, actively recommending the establishment of practice bases, and designing the details of kindergarten practice in a comprehensive manner. Based on Zhang Xuemen's ideas on preschool teacher education, some educational inspirations have been obtained, such as the diversification of educational practice places and their interconnection, the appropriate dispersion of internship time throughout the process, the systematic organization and planning of educational internships, the diversity and depth of educational internship content, the cultivation of professional emotions, and the sense of responsibility among trainees through educational internships.