Emotional Engagement Research Articles

New ways of working and psychological well-being: work intensity as a target variable of job resources

PurposeDigitalization and flexibility of workplaces as aspects of new ways of working are associated both positively and negatively with employees’ well-being. However, the mechanisms behind this relationship are not clear yet. We present work intensity as a link between new ways of working and psychological well-being. Furthermore, we address two job resources to alter this association: autonomy and boundary control.Design/methodology/approachOverall, 1,099 employees of a public administration organization participated in the survey and answered a web-based questionnaire. The organization was in the transition to new ways of working including the introduction of a digital filing system and remote work.FindingsThe results of regression analyses provided evidence that flexibility and dissolution of boundaries were positively related to work intensity, which in turn was associated with emotional exhaustion and work engagement. Thus, new ways of working were negatively associated with psychological well-being, mediated by work intensity. Further analyses revealed that the job resources of autonomy and boundary control moderated the relationship between flexibility respectively dissolution of boundaries with work intensity. Thus, these job resources acted as buffering factors and mitigated the association of new ways of working with work intensity.Originality/valueThe results indicated that work intensity could be perceived as a conceptual bridge between new ways of working and psychological well-being providing a promising target variable for the deployment of job resources to preserve employees’ well-being.

Exploring Harmful Illocutionary Forces Expressed by Older Adults with and Without Alzheimer’s Disease: A Multimodal Perspective

Abstract This study examines the multimodal pragmatic abilities of older adults experiencing typical aging in contrast to those with Alzheimer’s disease, via the statistical and comparative analysis of harmful illocutionary forces expressed in their discourse. The results indicated that individuals with Alzheimer’s disease showed a noticeable lack of emotional engagement, which hindered the felicity of illocutionary forces. Furthermore, these patients struggled to use appropriate prosodic indicators, alongside a diminished integration of conventional gestures. Highlighting the significance of multimodal illocutionary force indicators in speech acts, this study contributes to a more intricate comprehension of interpersonal communication.

The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education

ABSTRACT This paper provides insights into the indirect effect of subject matter knowledge on the pre-service teachers’ mitigation action of willingness to include climate change in their future teaching practices. Mediation analysis was conducted to assess the mediating role of emotions and attitudes on direct and indirect mitigation actions with a nationally representative sample of 889 pre-service teachers from Spain. The results show that subject matter knowledge has an indirect effect on pre-service teachers’ willingness to teach and is mediated by emotions and attitudes. Mediation analysis also revealed a relationship between emotional engagement and mitigation actions: students who experience stronger emotions are more likely to take direct and indirect mitigation action, but a more environmentally friendly lifestyle (direct mitigation) is not associated with willingness to engage in climate change education (indirect mitigation). We conclude that educators should consider emotions and attitudes when implementing climate change education.

Experienced Learners from Generation Z and the Traditional Vision of the Good Language Teacher: On The Issue of Teacher Authenticity

Different societies have their own perspectives on the definition of a good language teacher, as their members attach varying degrees of importance to the different skills and personal qualities required for effective teaching. While available studies have identified numerous desired language and pedagogical competencies among educators, the dynamic post-pandemic reality has brought increased attention to the importance of building and maintaining relationships with students. This process inevitably involves emotional engagement from both educators and students. Consequently, there is a growing call for both groups to accept their true selves and act authentically in their educational interactions. In response to the promotion of these values in education, this article aims to present the results of a study that sought to examine how experienced language students, representing Generation Z in Poland, define and evaluate authentic behaviours of their foreign language teachers. The participants of the study were asked to complete an online questionnaire containing both open and closed questions about their perceptions of their teachers’ authenticity. The thematic analysis of the qualitative data revealed a one-sided, unequivocally positive perception of authenticity, both in the general sense and in relation to the educational context. Numerous positive traits, such as sincerity, openness, sense of humour and didactic expertise were recognised as characteristics of authentic language teachers.

Spatial sound and emotions: A literature survey on the relationship between spatially rendered audio and listeners’ affective responses

With the development of the entertainment industry, the need for immersive and emotionally impactful sound design has emerged. Utilization of spatial sound is potentially the next step to improve the audio experiences for listeners in terms of their emotional engagement. Hence, the relationship between spatial audio characteristics and emotional responses of the listeners has been the main focus of several recent studies. This paper provides a systematic overview of the above reports, including the analysis of commonly utilized methodology and technology. The survey was undertaken using four literature repositories, namely, Google Scholar, Scopus, IEEE Xplore, and AES E-Library. The overviewed papers were selected according to the empirical validity and quality of the reported studies. According to the survey outcomes, there is growing evidence of a positive influence of the selected spatial audio characteristics on the listeners’ affective responses. However, more data is required to build reliable, universal, and useful models explaining the above relationship. Furthermore, the two research trends on this topic were identified. Namely, the studies undertaken so far can be classified as either technology-oriented or technology-agnostic, depending on the research questions or experimental factors examined. Prospective future research directions regarding this topic are identified and discussed. They include better utilization of scene-based paradigms, affective computing techniques, and exploring the emotional effects of dynamic changes in spatial audio scenes.

Pandemics Fear and Anxiety: Edgar Allan Poe’s “The Masque of the Red Death”, Amir Tag Elsir’s Ebola 76 and COVID-19

This study examines the archetypal stages of human responses to fear and anxiety during pandemics and epidemics in Edgar Allan Poe’s “The Masque of the Red Death,” Amir Tag Elsir’s Ebola 76, and COVID-19. Pandemics and epidemics elicit a range of psychosocial response mechanisms in individuals due to innate and unmanageable feelings of fear and uncertainty. In the face of chaotic circumstances, the human collective psyche exhibits contagious horrors that are both random and overwhelming. However, these reactions follow historically patterned prototypical stages that significantly disrupt human ontological existence's apparent peace, harmony, and rhythm. The manifestation of this division became apparent during the COVID-19 pandemic, particularly during periods of confinement, when the fear of the virus gradually infiltrated even the smallest aspects of social life. Notably, the selected narratives accurately depict the various stages of human responses to pandemics. The stages are represented in Poe’s story as disapprobation, surprise, horror, and disgust, and in Elsir’s novel as shock, denial, acceptance, and hope. These phases unveil a comprehensive and emotional engagement with the human experience of pandemics and epidemics, offering a descriptive and anticipatory portrayal of the imminent social, psychological, and cultural calamities when the COVID-19 pandemic began to unpredictably ravage the world.

Exploring Prototypicality Adherence Effects on User Engagement in User-Generated Video Platforms

ABSTRACT Online video platforms are actively introducing automatic tagging systems to enhance the searchability and accessibility of videos, and these systems also contribute to the prototypicality of the videos. Nonetheless, the influence of adhering to prototypicality in user-generated videos (UGVs) on user engagement has remained an area with limited exploration. Leveraging an extensive dataset from UGV platforms that includes 15,986 videos by 6,824 creators across 17 distinct categories, this study applies information foraging theory to show that video prototypicality significantly enhances emotional engagement but has an inverse effect on cognitive engagement. The dynamics of these effects are shaped by the competitive landscape of the video market. Specifically, horizontal market competition amplifies these effects, while vertical market competition attenuates them. Moreover, our exploration of heterogeneity effects reveals that the influence of adhering to video prototypicality on emotional engagement wanes within extensive creator networks. Furthermore, the impacts of adhering to video prototypicality on emotional and cognitive engagement demonstrate distinct patterns, contingent on the existence of a creator market monopoly. The results of this study can assist UGV platforms in refining the design of their automated video tagging systems, contributing to a more dynamic and vibrant UGV platform.

Scaling the apex of engagement: Anxious language learners’ positive flow experiences during speaking tasks

Flow is a psychological state that represents high levels of positive emotional engagement in a single task. Fostering flow experiences could lead anxious learners to become fully immersed in the task, experience positive emotions, and temporarily set aside their anxiety during task performance. In the present exploratory study, we investigate anxious learners’ flow experiences over a series of carefully selected and adapted communicative speaking tasks that were implemented in an online Saudi EFL university classroom. Data were collected using open-response questionnaires (n = 127), stimulated recall interviews (n = 25), and a series of interviews with the teacher. The findings suggest that anxious learners can experience flow and that this positive state is sustained through certain conditions: authentic communication on interesting task topics, control in tailoring the task content, and a balance between challenge and skill. The study concludes with implications for teachers to design or adapt flow-enhancing classroom tasks.

Information Technology Integration and Classroom Learning Engagement in Selected Elementary Schools in Binangonan, Rizal

The objective of this study is to assess the correlation of information technology integration on the learning engagement of grade school pupils in selected elementary schools in Binangonan, Rizal. In an era where technological advancements are rapidly transforming educational landscapes, this study investigates how effectively integrating information technology (IT) into teaching practices impacts various dimensions of pupil engagement, including emotional, cognitive, motivational, behavioral, cognitive-behavioral, and social-behavioral engagement. The research sample consists of 655 pupils, highlighting a slight predominance of females over males and revealing significant socioeconomic diversity among the respondents. The study employs a comprehensive approach, evaluating teachers' proficiency in multiple domains of IT integration—Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Findings indicate a consistently high level of IT integration across these domains, with slight variances based on factors such as sex, family income, and access to technology at home. Emotional and cognitive engagement among pupils are particularly influenced by these variables, while overall engagement levels remain robust across different demographics. The study also reveals significant positive correlations between teachers' IT integration and pupils' engagement across all dimensions, underscoring the critical role of proficient IT use in enhancing educational outcomes. Based on these insights, the study proposes an Enhanced Training Plan aimed at addressing the digital divide, empowering teachers through continuous professional development, fostering high levels of pupil engagement, and promoting collaborative and supportive classroom environments. This plan includes targeted activities, regular monitoring, and evaluation to ensure its effectiveness and adaptability to evolving educational needs. The findings highlight the necessity for ongoing support and professional development for teachers to maximize the benefits of IT integration, ultimately contributing to a more dynamic and inclusive educational experience for all pupils.

Prominent User Segments in Online Consumer Recommendation Communities: Capturing Behavioral and Linguistic Qualities with User Comment Embeddings

Online conversation communities have become an influential source of consumer recommendations in recent years. We propose a set of meaningful user segments which emerge from user embedding representations, based exclusively on comments’ text input. Data were collected from three popular recommendation communities in Reddit, covering the domains of book and movie suggestions. We utilized two neural language model methods to produce user embeddings, namely Doc2Vec and Sentence-BERT. Embedding interpretation issues were addressed by examining latent factors’ associations with behavioral, sentiment, and linguistic variables, acquired using the VADER, LIWC, and LFTK libraries in Python. User clusters were identified, having different levels of engagement and linguistic characteristics. The latent features of both approaches were strongly correlated with several user behavioral and linguistic indicators. Both approaches managed to capture significant variability in writing styles and quality, such as length, readability, use of function words, and complexity. However, the Doc2Vec features better described users by varying level of contribution, while S-BERT-based features were more closely adapted to users’ varying emotional engagement. Prominent segments revealed prolific users with formal, intuitive, emotionally distant, and highly analytical styles, as well as users who were less elaborate, less consistent, but more emotionally connected. The observed patterns were largely similar across communities.

Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective

Large language models (LLMs) greatly affect language learning, but research on Chinese EFL (English as a Foreign Language) learners’ engagement is limited. In this sense, the present study draws upon Self-Determination Theory (SDT) and employs a mixed-methods approach to explore how 210 Chinese EFL Learners engage with LLMs. Findings showed that most of the basic psychological needs (BPNs) play a critical role in predicting behavioral, cognitive, and emotional engagement. However, perceived autonomy did not emerge as a predictor for behavioral engagement, and perceived competence was not found to be a predictor for either behavioral engagement or cognitive engagement. Furthermore, our qualitative interviews showed that the influence of BPNs on EFL learners’ engagement with LLMs can be categorized into six thematic areas: self-directed learning empowerment, goal-oriented learning challenges, individual performance enhancement, limited knowledge advancement, collaborative learning access, and interpersonal connection gaps. The findings of this study could provide insights for foreign language teachers in their instructional design and for policymakers in formulating relevant policies.

Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement

ABSTRACT This small-scale action research acts on the calls for more inclusive and holistic higher education. It explores the impact of dialogic teaching approaches on student engagement, focusing on the experiences of initial teacher education students from ethnic minority backgrounds. The qualitative analysis reveals how these practices increase student engagement and contribute to better student experiences. Dialogic teaching cultivates safe learning spaces and empowers students to contribute more freely during seminars, improving their social, emotional, and personal engagement with learning. The students included in this study also perceived dialogic teaching practices as improving their experiences by supporting them in forming relationships. However, the analysis suggests that they do not fully remove all barriers to learning and engagement. Therefore, further research is needed to examine both the benefits and complexities of dialogic pedagogies in HE and the extent to which these practices contribute to fostering inclusive spaces within multicultural university settings.

Engaging the Audience: a Matter beyond Music?

Despite knowing that music and emotions have a lot to do with each other, sometimes it is hard to articulate which relationship they have. Since the emotional impact seems to be one of the biggest appeals for an audience, do we, the musicians (specifically the performers), pay and draw enough attention to it? After reviewing the relevant literature about the processing of emotions, I came across the philosophical approaches of emotions in and through music by Peter Kivy, Jerrold Levinson, and Stephen Davies, proposals that could serve as inspirations for an audience and for performers. Then, I decided to carry out a series of experimental sessions to test the impact of these three approaches, as well as the performer's role, and components that could also affect a performance, such as set-ups, musical manipulations, or what I have called 'extramusical' items or elements. In addition to my research question “How can a performer affect or manipulate the emotional engagement of an audience?”, I sought to explore another inquiry. Is engaging more with the public nowadays strictly a musical matter?

EXPLORING THE IMPACT OF TEACHER’S EXPERIENCE AND WORKLOAD ON EMOTIONAL CONNECTION AND ENGAGEMENT IN EDUCATIONAL INSTITUTION

This study explores the impact of a teacher’s experience and workload on their emotional connection and engagement within an educational institution. Drawing on extensive empirical data, the research investigates how varying levels of experience and diverse workload demands influence teachers’ emotional investment and active participation in their work environment. This study adopts a quantitative research design to examine the relationship between emotional intelligence (EI), teacher burnout, and work engagement among school teachers in the Saugor district of Madhya Pradesh. A cross-sectional survey method is used to collect data from a sample of teachers. The results indicate a significant association between emotional attachment to the institution and the level of experience among respondents. Organizations need to strike a balance, ensuring that employees are challenged but not overwhelmed. This study also adds to the growing body of literature on teacher burnout and engagement, providing significant knowledge for administrators, and educators looking to improve teacher well-being and institutional success. KEYWORDS: Teacher’s experience, Workload, Saugor, Madhya Pradesh.

Understanding Learner Satisfaction in Virtual Learning Environments: Serial Mediation Effects of Cognitive and Social-Emotional Factors

This study explored the relationship between technology acceptance and learning satisfaction within a virtual learning environment (VLE) with cognitive presence, cognitive engagement, social presence, and emotional engagement as mediators. A total of 237 university students participated and completed a questionnaire after studying in the Virbela VLE. The results revealed direct and indirect links between technology acceptance and virtual learning satisfaction. The mediation analysis showed the critical mediating roles of cognitive presence and emotional engagement in fostering satisfaction. There also appeared to be a sequential mediating pathway from technology acceptance to learning satisfaction through social presence and emotional engagement. Notably, cognitive engagement and social presence did not have a significant mediating effect on satisfaction. These results provide a supplementary perspective on how technological, cognitive, and emotional factors can enhance student satisfaction in VLEs. The study concludes with several implications for future research and practice of VLEs in higher education.

Keterampilan Komunikasi Interpersonal Dalam Menjaga Hubungan Yang Sehat Dan Produktif Di Era Digital Dalam Lingkup Mahasiswa Pariwisata Universitas Brawijaya

This research focuses on how interpersonal communication in the digital age is affected by advances in information technology, especially the internet and social media. The research identifies negative impacts on the depth of interpersonal relationships and verbal communication skills through an emphasis on digital distraction, over-reliance on written media, and lack of emotional engagement. However, there are opportunities to enhance creativity in intercultural communication and collaboration along with these challenges. Overcoming the lack of emotional engagement requires improving verbal and listening skills as well as wise control of digital distractions. In short, to be relevant and significant in the dynamics of the digital age, interpersonal communication methods must be adjusted.

The influence of ChatGPT on student engagement: A systematic review and future research agenda

ChatGPT, a state-of-the-art artificial intelligence (AI) chatbot, has gained considerable attention as a transformative yet controversial tool for enhancing teaching and learning experiences. Several reviews and numerous articles have been written about harnessing ChatGPT in education since its release on November 30, 2022. Besides summarising its strengths, weaknesses, opportunities, and threats (SWOT) as identified in previous systematic reviews of ChatGPT research, this systematic review aims to develop a new understanding of its influence on student engagement by synthesising the existing related research using a three-dimensional framework comprising behavioural, emotional, and cognitive aspects. We searched relevant databases and included 72 empirical studies published within one year of ChatGPT's initial release. The findings reveal robust but narrowly focused evidence related to behavioural engagement (i.e., work with ChatGPT) and disengagement (i.e., academic dishonesty). The evidence related to the emotional aspect is mixed, with instances of both engagement (e.g., satisfaction and interest/fun) and disengagement (e.g., disappointment and worry/anxiety). There is broad but weak evidence regarding cognitive engagement (e.g., increased understanding and positive self-perception) and disengagement (e.g., reduced critical thinking and overreliance). Our review uncovers several under-explored indicators of student engagement, pointing to the need for further research. Specifically, future studies could focus on students' study habits and attendance (behavioural engagement), social interaction (emotional engagement), and self-regulation and critical thinking (cognitive engagement) in ChatGPT-supported learning environments.

‘Someone has taken all my tiaras' pre-teen girls’ emotional engagements with controversial online behaviors

ABSTRACT Based on ethnographic fieldwork including video recordings, this study examines how pre-teen girls, in everyday peer interaction, deal with controversial issues on a social media network. Drawing on a multimodal interactional approach, we analyze the situated affective and collaborative embodied work through which a peer group unravels and remedies problematic online behaviors (cheating, scamming, stealing). The results show how the girls affectively align themselves to deal with online risks in ways that demand different social media skills as well as networks of supportive peers. The girls agentively draw upon the affordances (texting, images, social norms) of the social media network as well as their expertise and collective knowledge of similar online events. The creative power of the peer group plays an important role, in terms of how the girls nourish their peer culture while building mutual trust and collaborative competencies for interpreting and anticipating risky practices in their lives with peers.

Authentic leadership – for better and for worse? Leader well-being and inconsistency as moderating factors in the relation between daily authentic leadership and follower well-being

ABSTRACT Despite comprehensive insights on favourable outcomes of authentic leadership for followers, there is a limited understanding about boundary conditions of authentic leadership. Leaders’ decreased well-being (i.e. high trait emotional irritation and low trait work engagement) or inconsistency in authentic leadership may attenuate the relation between authentic leadership and follower well-being (i.e. emotional irritation and work engagement). We tested these assumptions using a daily diary study design over five consecutive working days with a sample of 64 leaders and 162 followers. We found partial support for the cross-level moderation of authentic leadership inconsistency across these five days, as daily authentic leadership was related to daily work engagement (but not emotional irritation) of followers, when authentic leadership inconsistency was low. Contrary to our predictions, neither high leader trait emotional irritation nor low leader trait work engagement attenuated the relation between daily authentic leadership and daily follower well-being. The results point out to the importance of consistency in authentic leadership behaviour. However, leaders do not need to be overly concerned about negative consequences for followers when they lead authentically while having a reduced trait well-being.

Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement

Student engagement is one of the students’ predictors for achieving more robust performance in mathematics, and it can be promoted by differentiated instruction. Therefore, this research aimed to develop a valid, practical, and effective mathematics module based on differentiated instruction to stimulate student engagement. Employing the ADDIE model, the research was conducted at one lower secondary school involving 22 eighth-grade students. We collected data through validity assessment sheets to test validity, teacher and student response questionnaires to test practicality, and student engagement observation sheets to test the practicality of teaching modules. The validity of the module was confirmed through V-Aiken’s method, proving that the module satisfied the valid category. Findings demonstrate that modules are in the valid category and are very practical categories in the teacher response and the student response questionnaire. In addition, this module effectively stimulates student engagement in cognitive, behavioral, and emotional engagement logically, with the results of the observation sheet of student engagement in the engaged and very engaged categories. Thus, the mathematics teaching module based on differentiated instruction is declared valid, practical, and effective in stimulating student engagement.