Emotional Engagement Research Articles

Examining the curvilinear relationship between emotional labour and work engagement: evidence from Chinese beginning EFL teachers

Examining the curvilinear relationship between emotional labour and work engagement: evidence from Chinese beginning EFL teachers

"Inspired to be a teacher seriously": An autoethnography of student engagement in a Vietnamese TESOL training programme

TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagement following a 120-hour TESOL training programme at an institution in Vietnam. This autoethnographic study analysed a TESOL teacher trainer’s reflections on student teachers’ engagement in the programme, using artefacts in the form of anonymous and open-ended short-text feedback from 30 students across approximately eight months. The reflection and feedback responses were analysed thematically, anchored in a framework emphasising the three facets of in-class engagement, i.e., cognitive, emotional, and behavioural dimensions. Through the analysis, three themes were constructed: (1) theoretical-practical synthesis: how TESOL-related concepts are blended with concrete teaching examples; (2) pedagogical climate: the teacher educator’s critical role in creating a receptive and engaging learning environment; and (3) professional pathway clarity: the student teachers’ understanding of their future roles and trajectories in the TESOL arena. The research’s findings provide TESOL educators with crucial insights into student teachers’ engagement with teaching methods that synthesise both theoretical and practical components. Moreover, the research enriches the academic discourse, underscoring the potential of using the cognitive, emotional, and behavioural engagement triad as a diagnostic tool to understand students’ learning experiences in TESOL training programmes.

Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers

Despite the growing interest in unveiling the effect of attributions on L2 learning, there is a dearth of literature on the relationships between attributions and other motivational factors to better explain the motivation of second language (L2) learners. To fill this gap, this study examined the antecedents (language mindsets) and consequences (learning engagement) of students’ attributions to their writing achievement with a sample of 242 second-year students from a Chinese high school. Structural equation modeling results demonstrated the positive associations between growth mindset and internal attributions (i.e., ability and effort) and between fixed mindset and external attributions (i.e., context and luck) to their writing achievement. Further, internal attributions were positively associated with behavioral, emotional, and cognitive engagement, whereas external attributions were negatively related to these three types of learning engagement, with context attribution showing no relationship with behavioral engagement. In terms of the indirect effect, only one path from fixed mindset to emotional engagement via luck attribution was evident. The study contributes to the literature by exploring the nuanced relationships between language mindsets, attributions, and learning engagement in L2 writing learning, based on which pedagogical implications and suggestions for future research are proposed.

Transformative brand experiences and consumer-based brand equity in heritage tourism: The role of authenticity and motives

This study explores the heritage brand experience of the consumer and the journey from brand knowledge to loyalty in the context of a transformative brand experience (TBE). A phenomenological approach was adopted to explore meanings of the transformative experience in respect of visitor motives, authenticity, emotional engagement, and brand equity. Interview data obtained from 46 consumers of a heritage brand are supported by photographs, images and participants’ journal writings that offer valuable insights into TBE. The findings revealed that key elements of TBE influence consumers’ relationship with the heritage brand, and that the TBE influences the pathway towards loyalty. This study proposes a TBE model that explains the consumer pathway from brand knowledge towards brand loyalty when consumers engage with heritage brands during transformative experiences. By exploring consumer-based brand equity in tourism heritage experiences, the model contributes to theory related to the domains of heritage branding and tourist experience.

Strengthening student empathy in GeoCapabilities: Digital learning innovations and pedagogical strategies for disaster mitigation

Indonesia’s geographical positioning along the ‘Ring of Fire’ exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students’ empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students’ empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.

Self-Service Hotel Check-In: Is There Still a Role for the In-Person Experience?

ABSTRACT This study investigated the short service encounters of hotel guests’ in-person versus self-service technology (SST) check-in experiences based on their perceptions of the check-in significance and impact on service and relationship outcomes. Guests (n = 378) completed an intercept survey at four mega-resorts immediately after check-in. Based on social cognitive theory, a research model was developed and tested using PLS-SEM. Check-in significance was an important personal psychological factor in customer perceptions, influencing their service quality evaluation, satisfaction, intention to engage, and trust the service provider. Emotional engagement intention served as a partial mediator. Multi-group analysis showed a significantly higher effect of in-person check-in on customer satisfaction and intention to emotionally engage with employees compared to SST check-in. Theoretical and practical contributions to customer relationship management are presented.

Enhancing user engagement and loyalty in online travel agents: a gamification approach

Purpose This study aims to investigate the effects of gamification features on brand engagement dimensions in online travel agents (OTAs), specifically brand awareness and loyalty. Design/methodology/approach The proposed model is empirically evaluated through an online survey of 406 Indonesian OTA users. Partial least squares structural equation modeling analysis was used to assess the model. Findings The findings reveal that gamification boosts emotional and social brand engagement, while achievement improves cognitive brand engagement. Cognitive brand engagement only affects brand loyalty, excluding brand awareness; however, emotional and social brand engagement substantially impact brand awareness and loyalty. Originality/value This study addresses the gap in the limited empirical studies on gamification in the tourism and hospitality industries, with a particular focus on OTAs.

Tourism live streamers as brand ambassadors: investigating their impact on destination brand value through social exchange theory

Purpose This study aims to identify the key characteristics of tourism live streamers (TLSers) that influence target consumers and examine how these characteristics enhance destination brand value by stimulating consumer emotional engagement and value co-creation behaviors. Design/methodology/approach A questionnaire survey was conducted with 552 respondents who had viewed tourism live streaming in China. The data were analyzed using structural equation modeling. Findings The results revealed that TLSers’ expertise had the strongest influence on consumers and positively affected their attachment, trust, participation and citizenship behaviors and perceived destination brand value. Attractiveness and trustworthiness exerted positive but weaker effects on these variables. Originality/value This study contributes to the theoretical development of live-streaming research by demonstrating the distinct impacts of TLSer characteristics. Furthermore, this study expands the application of the social exchange theory and value co-creation in tourism research.

Understanding cultural dynamics shaping clinical reasoning skills: A dialogical exploration.

Our study examined the influence of national cultural predispositions on training medical professionals and doctor-patient dynamics using a dialogical approach, guided by Hofstede's framework. This framework provided valuable insights into how cultural tendencies shape the learning and application of clinical reasoning skills in different cultural contexts. We found that dimensions such as power distance and individualism versus collectivism significantly influenced clinical reasoning, while other dimensions had more nuanced effects. Junior doctors in Southern nations, despite initially lagging behind, developed advanced clinical reasoning skills with experience, eventually matching their Northern counterparts. The study highlighted the link between cultural norms and educational practices, variations in family involvement during reasoning, adherence to clinical guidelines and doctors' emotional engagement in clinical care between Southern and Northern contexts. Additionally, we recognised that effective clinical reasoning extends beyond technical knowledge, involving an understanding and integration of cultural dynamics into patient care. This highlights the pressing need to prioritise this topic.

THE IMPACT OF VIRTUAL VIDEO PROJECT ON STUDENTS’ ENGLISH LEARNING ENGAGEMENT

This paper examines how Project-Based Learning (PjBL) affects students' engagement in English when taught in a virtual learning environment. The case study was classroom-based and used data collected through interviews with twenty-five participants engaged in a virtual PjBL enactment. The data were analyzed using thematic analysis, while member checking was also used to ensure the data’s trustworthiness. The study found that the PjBL enactment had improved students’ learning engagement in three ways. First, the cognitive impact was seen in the participants’ experiences of a culture of self-directed learning where they were involved in the inquiry process through scaffolding activities. Second, their behavioral engagement was seen in their active involvement in project presentations and their shift in attitude towards the use of technology in virtual PjBL. Finally, their emotional engagement was reflected in the increased personal self-esteem and the change in the lecturer-student interaction. This research suggests that PjBL should be used more extensively in virtual classrooms because it positively impacts the students’ learning engagement and boosts their motivation to learn English.

Effects of perceived teacher support on online language learners’ engagement

This study aimed to investigate the effects of perceived teacher support on online language learners’ engagement. Both quantitative and qualitative methods were adopted to explore the issue. A total of 1429 Chinese first-year non-English major students from different disciplines participated in the survey, and three of them were selected as semi-structured interviewees. The collected survey data were processed through multiple analyses with the help of SPSS 26.0 and AMOS 24.0, while qualitative data subsequently gathered from interviews served as supplementary evidence for examining the quantitative results. The findings indicated that online language learners were generally engaged at an intermediate level, and overall perceived teacher support was relatively close to the upper level. Furthermore, online language learners’ engagement was positively correlated with perceived teacher support. Specifically, perceived intellectual support dominated in predicting overall engagement, cognitive engagement, emotional engagement, and social engagement, whereas perceived emotional support had the strongest influence on language learners’ behavioral engagement in the online context. The implications of these findings for future studies and educational practices were discussed.

Development of the Sensory Emotional Engagement Checklist: Preliminary Reliability & Validity

Abstract Date Presented 03/23/24 The Sensory Emotional Engagement Checklist (SEE-C) was developed to assess social-emotional challenges in children with sensory integration and processing differences. This study evaluated the scale's preliminary reliability and validity. Primary Author and Speaker: Michele Parkins Additional Authors and Speakers: AnnMarie Murphy, Sarah A. Schoen

EXPLORING THE ROLE OF NEUROMARKETING IN CONSUMER DECISION-MAKING

This research delves into the emerging field of neuromarketing, examining its role in understanding consumer decision-making processes. Neuromarketing integrates neuroscience principles with marketing strategies to uncover the subconscious factors that influence consumer behavior. Through techniques such as brain imaging technologies, biometric measurements, and implicit association tests, marketers can gain insights into the emotional and cognitive processes that drive purchasing decisions. This study highlights the significance of emotional engagement, memory recall, and decision fatigue in shaping consumer choices. By exploring how emotional connections enhance brand loyalty and the role of memory in brand preference, the research underscores the importance of crafting effective marketing campaigns that resonate with consumers on a deeper level. The findings address the challenges posed by decision fatigue in today’s complex marketplace, emphasizing the need for simplified choices to facilitate consumer decision-making. This research aims to provide a comprehensive understanding of how neuromarketing can inform marketing strategies, fostering more meaningful connections between brands and consumers while promoting ethical considerations in the application of neuroscience in marketing practices.

FACTORS IMPACTING STUDENT LEARNING PERFORMANCE IN BLENDED LEARNING ON NURSING VOCATIONAL EDUCATION (THE CASE STUDY OF PUBLIC COLLEGE IN SHANGHAI, CHINA)

This study aims to explore the factors affecting students' learning performance in blended learning in nursing and vocational education. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback on students' learning performance. The study aims to assess the current levels of these variables, design and implement intervention strategies (strategic plans) to enhance them, and determine any changes in these variables before and after the implementation of the strategic plan. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from three public colleges in Shanghai, with a sample size of 1494 students. Preliminary findings revealed that the learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback levels were generally low. A multiple regression analysis showed that learning motivation (p<0.01), behavioral engagement (p<0.01), cognitive engagement (p<0.01), emotional engagement (p<0.01), agentic engagement (p<0.01), and feedback (p<0.01) significantly predicted learning performance. Experts developed and validated a theoretical model based on the findings, laying the foundation for future interventions to enhance nursing students' learning performance.

The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students’ perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students’ self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

FACTORS INFLUENCING CULINARY STUDENTS’ LEARNING PERFORMANCE-THE CASE AND EMPIRICAL RESEARCH OF THE HIGHER VOCATIONAL STUDENTS IN ZHEJIANG, CHINA

In recent years, the booming higher vocational education sector in China has compelled vocational colleges to prioritize the academic achievement of higher vocational students. Our research aims to delve into the factors that shape culinary students' learning performance, drawing insights from a case study and empirical analysis of higher vocational students in Zhejiang, China. Prior to administering the questionnaire, we employed item-objective congruence (IOC) and a pilot test of Cronbach's alpha to ensure the content's validity and reliability. We selected 80 culinary students from a Zhejiang-based higher vocational institution using intervention methods for our study. We employed both qualitative and quantitative techniques to evaluate the efficacy of the intervention. Three phases structured the study: pre-IDI intervention design and implementation, IDI intervention, and post-IDI intervention. The findings indicated that self-efficacy, behavioral engagement, cognitive engagement, emotional engagement, and student-instructor interaction significantly impact learning performance. We validated the five proposed hypotheses, thereby achieving the research objectives. The study recommends that educators in higher vocational universities and colleges prioritize these factors and teaching methods to enhance student learning performance, taking heed of the study's outcomes.

What I Can Do with the Right Version of You: The Impact of Narrative Perspective on Reader Immersion, and How (in)Formal Address Pronouns Influence Immersion Reports

Previous research has shown that readers experience stronger immersion while reading first-person narratives than third-person narratives, but whether this difference in processing is time-sensitive remains unclear. We report on a self-paced reading experiment in which French participants read short stories in first and in third person. Additionally, participants were directly addressed with either formal or informal second-person pronouns in the final sentence of the narrative, as well as in a subsequent (off-line) questionnaire soliciting post-story immersion reports. The suitability of a particular pronoun of address depends on the social context, and misplaced use can impact the way in which people perceive and assess a particular situation. We did not find significant differences between reading times with first- or third-person pronouns, but participants reported higher immersion and emotional engagement after reading first-person stories than third-person stories. Moreover, the effect of story perspective on reported immersion only occurred when participants were addressed with formal second-person pronouns. We take these findings as evidence for an effect of first- versus third-person pronouns on immersion via perspective shifts. Moreover, we argue that the effect of being addressed with an unexpected (in this case, informal) pronoun can overrule such an effect, while being addressed with an expected (in this case, formal) pronoun can be conducive of it. This finding highlights the importance of research into the impact of pronouns of address.

The effect of emotional engagement on decision-making behaviour

The effect of emotional engagement on decision-making behaviour

The Role of Technological Knowledge on Student Engagement on Senior High School Students

This study examines the impact of technological knowledge on student engagement among senior high school students, focusing on the challenges posed by the Covid-19 pandemic. Technological knowledge is defined as individuals; proficiency in utilizing various information technologies to complete tasks. Student engagement is characterized by active participation in teaching and learning activities, leading to improved learning outcomes. The research addresses the concerning issue of low student engagement observed during the pandemic and investigates the potential of technological knowledge to foster increased engagement. The study includes a sample of 270 students selected through a non-probability random sampling method. Multiple regression analysis is employed to assess the relationship between variables. The findings reveal a significant positive influence of technological knowledge on student engagement. Furthermore, a comparison test indicates that grade 10 students exhibit higher levels of both technological knowledge and student engagement. Online class students demonstrate greater technological knowledge, while hybrid class students display higher emotional engagement. This study contributes valuable insights for enhancing student engagement through technological knowledge in the context of senior high school education during the pandemic.

Numbers and emotions in the governance of the Covid-19 datademic.

There is a rich body of literature on numbers as tools of governance. But the attention of the corpus in question is almost entirely on the rational properties of quantification. This article shows that government by numbers is also, and inseparably, a government by feelings. The Covid-19 pandemic was also a datademic in the sense that numbers populated and spread through the public sphere. We focus on three cases. Death tolls were associated with fear, immunization rates were linked to hope, and the threshold of 100,000 deaths was credited with symbolic significance. This article, based on the French case, examines how data like these, frequently perceived as objective evidence, can at the same time be a source of emotional engagement and, as such, be used to inform modes of public governance in times of crises.