Quality Of Emotional Support Research Articles

Career shock and the impact of stress, emotional exhaustion, and resources on entrepreneurial career commitment during the COVID-19 pandemic

PurposeThe purpose of this study is to investigate how a career shock, like the COVID 19 pandemic, decreases entrepreneurial career commitment (ECC). The authors look at the specific effect of career shock on stress and emotional exhaustion mediating the commitment, and how organizational and relational resources offset the shock to keep the entrepreneurs committed to their career.Design/methodology/approachThis study used a two-wave sample of 365 entrepreneurs collected four months apart. The authors initially recruited entrepreneurs three months after the pandemic started, then four months later, and tested these ideas with longitudinal data. The design was informed by the stress-strain-outcome (SSO) model to investigate career shock as stressors to entrepreneurs that are likely to produce emotional exhaustion and a decline in ECC.FindingsThe findings demonstrate that career shock affects stress, which in turn leads to a decline in commitment through the mediation effect of emotional exhaustion. Organizational resources (e.g. access to finance) do not impact ECC, stress or emotional exhaustion. However, relational resources (e.g. quality emotional support) are important for ECC by supporting a decrease in stress and emotional exhaustion.Research limitations/implicationsThis study makes three main contributions. Firstly, it advances career shock research in entrepreneurship, emphasizing its role in explaining entrepreneurial career commitment through stress-strain mediation. Secondly, it adds to the understanding of entrepreneurial career commitment and its impact on persistence in entrepreneurship and entrepreneurial exit. Lastly, it supports the relevance of the Stress-Strain-Outcome model in entrepreneurship, demonstrating how career shock can decrease entrepreneurial career commitment through stress and emotional exhaustion. Further research is needed to explore the interaction of career identity and career planning in maintaining career resilience amidst career shocks.Practical implicationsThis study has practical implications for policymakers and service providers in entrepreneurship. It highlights the significance of resources, particularly relational resources, in maintaining psychological health and entrepreneurial career commitment (ECC). The findings support the importance of the Stress-Strain-Outcome (SSO) model in entrepreneurship, emphasizing the need for entrepreneurs to have access to relational resources as coping mechanisms. Policymakers and service providers should focus on enhancing entrepreneurs' capacity to acquire, protect, and develop relational resources. Additionally, the study suggests that entrepreneurs should seek access to both relational and organizational resources to effectively navigate career shocks, such as the pandemic. Further research is needed to explore the role of other types of resources, such as social capital and psychological capital, in entrepreneurial well-being and persistence.Originality/valueThis study demonstrates that a career shock affects stress, which in turn leads to a decline in commitment only through the mediation effect of emotional exhaustion. The panel/longitudinal data analysis demonstrates the causality in the process, highlighting the positive role of the entrepreneur's relational resources. Specifically, it shows that an increase in access to relational resources causes a decrease in stress and emotional exhaustion, which in turn causes ECC to improve. Entrepreneurs are ill-equipped to face a career shock if they lack these resources.

Support Quality Moderates the Impact of Total Household Occupancy on Self-Care Neglect in Informal Caregivers

Caregiver self-care may be impacted by the household environment. We evaluated the impact of support quality (e.g., ratings of quality of emotional support, information, material help, errands performed by others) and total household occupancy on a validated measure of self-care neglect in caregivers of patients with heart failure. Multivariate regression modeling was used to examine predictors of self-care neglect and we introduced an interaction term between support quality and household occupancy. The main effects model included terms for years of caregiving experience, hours caregiving daily, support quality, and total household occupancy (R2: 0.31; p <0.05). The interaction term between support quality and household occupancy contributed significantly (p < .05) to the respecified model (R2: 0.41; p <0.05). We suggest that the potential benefit of total household occupancy on caregiver self-care depends on perceived support quality. Clinicians should assess quality of household resources with caregivers during interactions.

How proactive personality affects psychological strain and job performance: The moderating role of leader–member exchange

This paper investigates when proactive personality exerts a positive or negative effect on psychological strain, which, in turn, is conducive or destructive to job performance. Drawing on conservation of resources theory, we examine leader-member exchange (LMX, the quality of emotional support, trust and exchange of valuable resources between the leader and follower) as a crucial moderator, such that proactive personality is negatively related to psychological strain under high LMX, but is positively related to psychological strain under low LMX. Moreover, we hypothesize a moderated mediation effect such that the indirect effect of proactive personality on job performance through psychological strain is positive when LMX is high but negative when LMX is low. Results based on a two-wave, multi-source survey study with a sample of 266 employees and their direct supervisors in a sales company in China lent support to our moderation and moderated mediation hypotheses.

Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics

ABSTRACT Research Findings Provision for Learning (PFL) is a composite of indicators reflecting the structural quality of Early Childhood Education (ECE) classrooms such as physical environment, materials, and daily schedule. This study explored profiles of PFL among 118 Chinese rural preschool classrooms based on Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities (ACT) subscales in CECERS. We further examined whether profiles of PFL, as measured through a salient combination of CECERS dimensions, were associated with the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System (CLASS), as well as years of teaching, levels of education, and teacher salaries. The sampled classrooms were randomly selected from D County in Heibei province, North China. Using a Latent Profile Analysis (LPA) approach, three profiles emerged: (1) High-quality PFL classrooms (8.4%), (2) Mid quality PFL classrooms (49.0%), and (3) Low PFL classrooms (42.6%). Also, the three profiles successfully differentiated the quality of teacher-child interactions, especially the quality of Emotional Support and Instructional Support. Teacher salaries, rather than years of teaching experience or levels of education, differentiated across the three profiles. Practice or Policy: In light of the Chinese rural context, this study informs ECE professionals and policymakers that to improve ECE structural and process quality, investments toward Provision for Learning are worthwhile in order to raise the quality of teacher-child interactions.

Teacher emotional support in relation to social competence in preschool classrooms

ABSTRACT The present study aimed to investigate the associations between teachers’ observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children’s social competence in autumn and again in spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity, and disruptiveness. Consistent with the transactional model, we specified reciprocal (auto-regressive and cross-lagged) relationships within a Multilevel Structural Equation Models (MSEM) framework. The results showed that higher quality of emotional support in preschool autumn was related to more prosocial behaviours typical of the classroom during spring of the preschool year. Children’s antisocial behaviours typical of the preschool classroom were not associated with quality of emotional support or vice versa. The results emphasize the importance of responsive and sensitive classroom interactions in promoting prosocial behaviours.

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators ( N = 15) working with 5 year-old children. To assess ECEs’ practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: emotional support, group organization, and instructional support. Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of emotional support and group organization was average-to-high, and these domains were also most often referred to in the participants’ comments. On the contrary, the quality of instructional support was rated average-to-low. Correspondingly, this domain was not often referred to in the participants’ comments. These results are discussed in light of the tensions and gaps brought out between the ECEs’ theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE–child interactions in childcare centers and, in particular, the instructional support provided therein.

Quality and Quantity of Social Support Show Differential Associations With Stress and Depression in African Americans

Social support (SS) is typically associated with lower emotional distress (e.g., stress and depression) in individuals. However, SS is a multifaceted construct that can vary by quality, quantity (amount), and type (i.e., it can be emotional or instrumental in nature). ObjectiveThe current study examined the relationships between characteristics of SS, stress, and depression in aging African Americans. ParticipantsAnalyses focused on data from 705 participants aged 22–92 years from the Carolina African American Twin Study of Aging. MeasurementsMeasures included the quality and quantity of emotional and instrumental support received, as well as stress and depression. DesignA series of univariate and increasingly complex multivariate regression models were conducted in MPlus (using the cluster option to control for family structure) to examine the relationships between SS and emotional distress variables. ResultsOverall, better quality of emotional SS predicted fewer depression symptoms and less perceived stress, after controlling for age, gender, socioeconomic status variables, and the other subtypes of SS. However, more instances of emotional SS were associated with higher levels of perceived stress, depression symptoms, and more stressful life events within the past year. Likewise, more instrumental SS predicted more perceived stress, while holding the other variables constant. ConclusionAfrican Americans who experience more emotional distress report more SS, but the quality of emotional support appears to play an important role in the association between reduced levels of stress and depression. These findings suggest that interventions should include approaches to reduce emotional distress as well as enhance the quality SS.

Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher–child Interactions

ABSTRACT Research Findings This study examined the relation between classroom behavioral composition and teacher–child interactions in preschool classrooms and the potential for teachers’ experience, education level, and area of study to buffer against the challenges of teaching in classrooms with high levels of disruptive behaviors. Classroom behavioral composition was operationalized in two ways (classroom mean and classroom proportion of children at or above 90th percentile) using teacher reports of children’s disruptive behaviors. Results indicated that the proportion of children at or above the 90th percentile was linked to a decline in the quality of teacher–child interactions in classroom organization and instructional support across the year. Marginally significant interaction effects suggested that holding a bachelor’s degree may be a protective factor for teachers’ emotional support quality at the beginning of the year, but more years of teaching experience seemed to worsen the negative effect of challenging classroom behavioral composition on the quality of emotional interactions over the course of the school year. Practice or Policy: The quality of preschool teachers’ practice showed declines across the year when teachers perceived very disruptive behaviors in the classroom. The results of this study have implications for preservice training, teacher professional development, and quality rating and improvement systems focused on teacher–child interactions.

Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates

ABSTRACTTeacher–child interactions provide an important context for children’s development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher–child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher–child interactions and child outcomes. Teacher–child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher–child interactions. Some differences in the quality of teacher–child interactions were related to teachers’ years of experience. Correlational findings suggest links between quality of emotional support with children’s pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context.

The role of socio-economic disadvantage in the development of comorbid emotional and conduct problems in children with ADHD

Previous research shows that, compared to children without ADHD, children with ADHD have worse socio-emotional outcomes and more experience of socio-economic disadvantage. In this study, we explored if and how the increased emotional and behavioural difficulties faced by children with ADHD may be accounted for by their more disadvantaged socio-economic circumstances. Our study, using data from 180 children (149 boys) with ADHD from the Millennium Cohort Study, had two aims. First, to examine the role of socio-economic disadvantage in the trajectories of emotional and conduct problems in children with ADHD at ages 3, 5, 7 and 11 years. Second, to explore the roles of the home environment (household chaos) and parenting (quality of emotional support, quality of the parent–child relationship and harsh parental discipline) in mediating any associations between socio-economic disadvantage and child emotional and conduct problems. Using growth curve models, we found that socio-economic disadvantage was associated with emotional and conduct problems but neither the home environment nor parenting attenuated this association. Lower quality of the parent–child relationship and harsher discipline were associated with more conduct problems. It appears that socio-economic disadvantage and parenting contribute independently to the prediction of comorbid psychopathology in children with ADHD.

Negotiating Emotional Support: Sober Gay Latinos and Their Families

This study explores how sober gay Latino men obtain support from their families. Familial ties can be a protective health factor, yet many gay Latinos experience rejection from family members because of their sexuality. There are very few studies that examine the extent and quality of emotional support from kin for this population. Understanding family dynamics within the context of recovery and sexuality can increase our understanding of how to leverage family ties to develop alcohol abuse interventions. The study was conducted via semistructured interviews with 30 sober gay Latinos using a grounded theory approach. Analyses of the qualitative data identified the following themes: family values shaped the participants’ perception of their range of choices and emotional responses; participants reported feeling loved and supported even when sexuality was not discussed with parents; and family support for sobriety is essential. Findings suggest that familial ties shape perceptions of support and importance of disclosing sexual identity. Family support often results from agreements about sexual identity disclosure, and some families can overcome cultural and religious taboos on sexuality. Future studies should investigate families that negotiate acceptance with their gay members, and whether they exhibit heterosexual biases that may influence the psychological stress of gay Latino men who wish to be sober.

Diabetes and Men's Health Issues

Across a broad range of indicators, men report poorer health than women.1 In 2000, diabetes mellitus was ranked as the sixth leading cause of death among men in the United States.1 Researchers postulate that a complex set of causal and interrelated sex-specific factors contribute to this high rate of mortality. These sex-specific factors include socioeconomic status (e.g., poverty), poor personal health practices, 2 deconstructive norms of masculinity (e.g., invincibility), 3 maladaptive stress management skills, 4 and inadequate health care–seeking behaviors.5 Studies in diabetes care reveal that regardless of patients' sex, several factors influence health status and quality of life. These include biological (e.g., hemoglobin A1c [A1C]), psychological, social, and financial issues. In addition, however, sex influences several aspects of medical management (e.g., adhering to medication, changing diet, and self-monitoring blood glucose; establishing new life roles regarding family, friends, and employment; and mastering new skills to manage feelings of anger, fear, depression, and guilt).6 Because patients' sex influences various aspects of diabetes care, health outcomes are also likely to differ between the sexes. Many published studies have examined women's health issues in terms of diabetes.7,8 These studies have examined various aspects of psychological functioning (e.g., self-efficacy and coping skills), behavioral skills (e.g., blood glucose monitoring and physical activity), diabetes knowledge (e.g., basic procedures to manage hypoglycemia), and social support (e.g., sources and quality of emotional support), primarily among women.9 A paucity exists, however, of similar published research examining men's health issues in terms of diabetes. Male-focused diabetes research is scarce because study participants in large diabetes research trials have been primarily female, and …

An unsuccessful resuscitation: The families' and doctors' experiences of the unexpected death of a patient

Background: The objective was to elicit families' experience of the death of a family member at the Elsies River Community Health Centre, their feelings towards the staff involved in the resuscitation and their opinions about how things could be improved. The study also elicited the doctors' experiences of communicating with the families of patients who had died in the emergency unit. Methods: This was a qualitative study, using free attitude interviews for family members and focus group discussions for doctors. Twelve family members whose loved ones had died in the emergency room and 15 doctors who worked in the emergency room were included. Results: Key themes were identified, relating to issues in the pre-resuscitation period, the resuscitation, breaking the bad news, after breaking the bad news and post-event sequelae. In the pre-resuscitation period, there were problems in admitting, identifying and responding to acutely ill patients. During the resuscitation, the families and staff disagreed about witnessing the resuscitation. Breaking the bad news was often difficult for the doctors and hindered by the physical environment. Afterwards, there were mixed feelings about the quality of emotional support, the use of medication and bereavement counselling. All agreed that viewing the body was helpful and funeral arrangements were not a problem. There was no effective follow-up of the families and the doctors also experienced increased stress following unsuccessful resuscitations. Conclusion: The study found that the role of security staff should be clarified and a better triage system established to enable critically ill patients to be seen promptly. Families should be given the option of viewing the resuscitation and always be kept informed of progress. Doctors need better training in communication skills and breaking bad news, which should be done in a private area. Families should also be given the opportunity to view the body. Families should be assisted with contacting the undertaker and a follow-up visit should be organised after the initial shock, when further questions can be asked and abnormal grief reactions identified. Bereavement counselling should be available and community-based resources should be identified in this regard. Debriefing should also be available for staff involved in unsuccessful resuscitations. SA Fam Pract 2004;46(8): 20-25

The nature of support from adult sansei (third generation) children to older nisei (second generation) parents in Japanese Canadian families.

Given the growing ethnocultural diversity of Canada's aging population and the increased research focus on the role of the family in the social support of older persons, it is important to explore the ways in which adult ethnic minority children provide assistance to older parents within the context of the family. The current study contributes to research on intergenerational support systems in later life in Japanese Canadian families by examining the factors, particularly the cultural value of oya koh koh (filial obligation), affecting the nature of support from adult children to older parents. Using data gathered from interviews with 100 older nisei (second generation) parents and 100 adult sansei (third generation) children in British Columbia, the study focuses on the frequency, quality and provision of three types of support: emotional, service, and financial. Results of logistic regression analyses indicate that oya koh koh has a significant effect on children's provision of emotional support, but no effect on financial or service support. Parent's health and socioeconomic status are found to have significant effects on children's provision of financial and service support. Child's availability is also a major determinant of financial support. Further, ordinary least squares (OLS) regression analyses results suggest that oya koh koh has a significant effect on the quality of emotional support provided by children to their parents. Findings are discussed in terms of the North American Asian "ideal" family myth and directions for future research.

Gender differences in the structure and support characteristics of black adolescents' social networks

This study explores gender differences in the social network characteristics of 390 Black American adolescents with a mean age of 14.8 Each adolescent completed the Social Network Record (SNR), which yields scores representing the organizational/demographic structure and the quality of emotional support in the network. It was hypothesized that males and females would construct different network profiles. Gender differences in both structural and support characteristics were found. Females indicated that they had more frequent contact with network members, that their network was on average slightly older, and that they tended to see network members in more private settings. Females also estimated that they know more people than males, although there were no differences between males and females in the actual number of network members listed and described. Males were much more likely to report having larger groups of intimate friends than did females. While females tended to nominate family members as role models and were more likely to indicate feeling close to both male and female peers, males indicated overwhelmingly that they felt close to male peers. The differences indicate that male and female adolescents experience very differently structured forms of social support. These results are discussed as they relate to gender differences found in achievement and other indices of competence during adolescence.