Positive Emotional Climate Research Articles

Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning

AbstractHigh-quality early childhood education provides children with opportunities for engaged learning. Yet there are currently no classroom-level measures that focus specifically on how teachers support engagement in the classroom, a key underlying dimension of playful learning. We introduce the Playful Learning Across the Years (PLAY) observational tool, a new tool designed to assess support for engaged learning in early childhood classrooms. Using data from videos of Ghanaian preprimary classrooms (N = 420) coded using the tool, we conduct factor analysis to assess the underlying domains of engaged learning opportunities at the classroom-level and find three domains representing support for exploration, social connectedness, and positive emotional climate. We then examine if these domains are sensitive to impacts of a teacher professional development program and find that the program had large impacts on all three domains (d = 0.55–1.01). Finally, we explore concurrent validity of the tool using classroom process quality scores from a separate classroom observational tool and teacher characteristics and find some evidence from each. This study aims to systematically operationalize opportunities for engaged learning at the classroom-level in an under-studied context, with implications for measuring quality and promoting children’s school readiness in early educational settings globally.

Family and parenting factors are associated with emotion regulation neural function in early adolescent girls with elevated internalizing symptoms.

A prominent tripartite model proposes that parent role modeling of emotion regulation, emotion socialization behaviors, and the emotional climate of the family are important for young people's emotional development. However, limited research has examined the neural mechanisms at play. Here, we examined the associations between family and parenting factors, the neural correlates of emotional reactivity and regulation, and internalizing symptoms in early adolescent girls. Sixty-four female adolescents aged 10-12 years with elevated internalizing symptoms completed emotional reactivity, implicit (affect labeling) and explicit (cognitive reappraisal) emotion regulation tasks during functional magnetic resonance imaging. Positive family emotional climate was associated with greater activation in the anterior cingulate and middle temporal cortices during emotional reactivity. Maternal emotion regulation difficulties were associated with increased frontal pole and supramarginal gyrus activation during affect labeling, whereas supportive maternal emotion socialization and positive family emotional climate were associated with activation in prefrontal regions, including inferior frontal and superior frontal gyri, respectively, during cognitive reappraisal. No mediating effects of brain function were observed in the associations between family/parenting factors and adolescent symptoms. These findings highlight the role of family and parenting behaviors in adolescent emotion regulation neurobiology, and contribute to prominent models of adolescent emotional development.

Unveiling the Impact of Psychological Factors on Consumer Purchase Intentions for Overall Sustainable Success in Green Residential Buildings: Using SEM-ANN Analysis

The research problem addressed in this study is the limited understanding of the intricate interactions among emotional, environmental, and psychological factors within organizations and their collective impact on overall sustainable success (OSS). A critical gap exists in the literature, as previous studies often analyze these factors in isolation, leaving an incomplete picture of their interdependence. To fill this gap, this study aims to comprehensively understand the interplay between Psychological Factors (PF) and OSS. The objectives are to identify relevant factors, collect data, and employ a rigorous methodology for analysis. The research methodology involves a three-phase approach: factor identification, data collection, and analysis. This study leverages a unique integration of Structural Equation Modeling (SEM) and Artificial Neural Networks (ANN) to deepen the analysis, revealing intricate relationships among identified factors. The study's findings highlight a robust positive association between PF and OSS, underscoring the significance of prioritizing employees' psychological well-being for enhanced workplace satisfaction and performance. These insights have practical implications for organizational leaders and managers, guiding them to cultivate positive emotional climates, instill environmentally conscious practices, and address negative emotional states within their teams. Doi: 10.28991/CEJ-2024-010-05-07 Full Text: PDF

Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment

AbstractOrganizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.

Understanding Vietnamese EFL Teacher Emotion In Relation To Student-Related Factors

This qualitative study addresses the research problem of the lack of attention to Vietnamese EFL teachers' emotional experiences related to student issues. Using a qualitative methodology, in-depth interviews were conducted with 6 experienced EFL lecturers in Vietnam. The semi-structured interview served as the instrument for data collection, exploring the factors affecting teacher emotions, how teachers interpret these experiences, and the outcomes. The findings reveal that student-related factors, including student engagement, and behavior, significantly influence teacher emotions. The participating lecturers employed various strategies to interpret and respond to their emotions, such as suppressing or expressing them. These interpretations impacted their actions in the classroom, which in turn affect student outcomes. The study emphasizes the need for addressing language teacher emotions to create a positive and supportive emotional climate that enhances student learning. Overall, the research contributes valuable insights into the emotional experiences of Vietnamese EFL teachers and their implications for effective teaching practices.

The Impact of Emotional Support from Family on Children's Growth in English Vocabulary

The influence of the emotional environment on cognitive development, specifically language acquisition, has been a pivotal topic in child psychology and pedagogics. This study aims to explore the interplay between emotional support from family and its effect on children's growth in English vocabulary. Utilizing a cross-sectional survey design, data was gathered from a total of 155 children, aged between 9 and 18, and their parents. Multivariable regression models were employed for statistical analysis. The research findings indicate a significant positive correlation between the level of family emotional support and the rate of English vocabulary acquisition in children. The greater the emotional support, the more noticeable the children's English language progress appears to be, highlighting the profound influence of a positive familial emotional climate on English vocabulary acquisition. The study underlines the importance of providing emotional support to children in their journey of language learning, suggesting that parents and educators should consider this aspect in promoting successful English vocabulary development.

Promoting employee flourishing and performance: the roles of perceived leader emotional intelligence, positive team emotional climate, and employee emotional intelligence

IntroductionThrough the lens of the of Emotion as Social Information (EASI) model, we examined the influence of perceived leader emotional intelligence on employee job flourishing and performance, produced via employee emotional intelligence, under the condition of positive team emotional climate.MethodsWe collected data with a two-wave survey design involving 1,210 primary school teachers and their 169 leaders. The hypothesized model was then tested using a multilevel structural equation model in Mplus.ResultsAs hypothesized, the results suggest that perceived leader emotional intelligence positively affects the emotional intelligence level of followers, which enhances their job flourishing and performance. Reflecting the emotional display rules within the team, positive team emotional climate moderates this effect from leader to followers, in such a way that the relationship between perceived leader emotional intelligence and employee emotional intelligence is stronger when this positive team emotional climate is high rather than low.DiscussionOur findings shed light on the affective impact of leaders and their teams as relevant sources of socio-emotional information for employees at work. Limitations of the present study and directions for future studies are included in the paper.

A model for improving the learning environment in high-stress and emotion-bound clinical settings

Introduction In clinical settings, it is necessary to create a clinical learning environment that provides the ground for the learners to acquire competencies especially in high-stress and emotion-bound clinical settings. Methods In the present study, a model for improving the learning environment in high-stress and emotion-bound clinical settings was designed by conducting a multi-method study in the form of three sub-studies. Results This model was designed with 3 pivotal concepts; organizing learning opportunities around safe care, fair participation in learning opportunities and creating a positive emotional climate and 6 peripheral concepts; designing physical space and appropriate equipment for education and care, preparing learners to attend the clinical setting, preparing learners to participate in learning opportunities, balancing the learner role and the care provided by the learners, the presence of a competent educator and providing education to all learners, and acquiring the ability to manage emotions by learners, faculty and staff. Conclusions The implementation of the model obtained from this study provides the basis for solving the challenges of clinical learning environments, especially in high-stress and emotion-bound clinical settings, and improves clinical education and the realization of educational and care outcomes.

Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

Toxic Absence: Why Leader Presence Matters in Times of Crisis

Aims. This study examines the importance of senior-leader presence on the “frontline” in times of crisis. Background. The COVID-19 pandemic placed unprecedented demands on nurses charged with delivering critical care. Extant research suggests that the active presence of ward-level leaders has an important role to play in supporting frontline staff and mediating the negative impacts of stress and burnout. There is little evidence on the impact of senior leader presence or absence on the experience of frontline critical care nurses, particularly at times of crisis. Methods. A three-phase qualitative interview study of critical care nurses in the UK and Ireland. A total of 107 semistructured interviews with 54 nurses representing 38 different healthcare units. Results. Senior-leader presence at the time of crisis serves as an important symbol of organisational support. Where senior leaders are not meaningfully present, they risk allowing the necessary pain of difficult work situations to become toxic. Toxicity is manifested with increased staff stress, emotional ills, absence, and turnover. Conclusions. Senior leaders must balance their responsibilities for strategy and structures with the frontline presence required to shape a positive emotional climate. Implications for Nursing Management. Senior managers should consider supplementing their strategic focus with punctuated returns to the floor. Symbolically, leaders who get their hands dirty embody a sense of mutual struggle and practical support. Managerially, time on the floor increases the opportunities for collecting primary data to improve decision-making and support.

Understanding the Association Between Social Desirability, Trait-Seriousness, and Trait-Cheerfulness in Indian Mothers

This quantitative study explores the positive psychological traits exhibited by Indian mothers and their implications for holistic parenting. The study intends to explore the influence of social desirability (SD) on trait-cheerfulness (TCH) has the potential to inform interventions and programs that promote positive parenting practices. Data were collected from 32 participants using a questionnaire with items from State-Trait-Cheerfulness-Inventory-T-60 (STCI-T-60) and The Marlowe-Crowne Social Desirability Scale-Short Form to measure TCH, trait-seriousness (SE), bad-mood (BD) and SD, respectively. The scores were converted to numerical values, SD = 88.46%, TCH = 86.25%, TSE = 80%, BM = 58.75%, for correlation analysis. The results suggest a positive relationship between SD and cheerfulness, emphasizing the importance of managing negative emotions and striking a balance between responsibility and playfulness in raising children. This research highlights the significance of supporting Indian mothers in managing negative emotions, fostering positive emotional climates, and maintaining a balance between responsibility and playfulness. By integrating these findings into parenting interventions, professionals can promote the overall well-being of Indian mothers and their children, creating a positive and nurturing environment for healthy development.

From Respect to Nazi Allusions: The Changing Emotional Climates of Fidesz Towards Germany after 1990

Abstract This paper aims to enhance our understanding of the foreign policy of Hungary by looking at the emotional underpinnings of the relationship between Fidesz and Germany. Inspired by the ‘emotional turn’ in social sciences in general, and IR in particular, this paper charts the changing ways in which Fidesz politicians (both in government and opposition) have perceived Germany and German politics on an emotional level since 1990. We show how a mostly positive emotional climate before 2010 slowly turned into anger, culminating in repeated allusions to Germany’s Nazi past. The main question is: how can we account for the fluctuations in the way Fidesz politicians have perceived Germany over the past three decades? While ‘rational’ policy disagreements have certainly played a part (i.e. on migration), they cannot explain on their own the ever intensifying anger on the part of Fidesz decision-makers, especially as the two countries are still close political and economic partners and share a wide range of common interests. Complementing rational approaches, we propose that ‘collective narcissism’ informs the general emotional disposition of key Fidesz figures since 2014, leading to a continuing estrangement between the successive Orbán governments and its German partners.

Qualitative Review On Emotions in Workplace: A New Challenge for Managers

This review focuses on Workplace emotions, a hot management topic today. A full understanding of the role of emotions in organizations requires focusing on how one employee's emotions affect others' emotions, knowledge, attitudes, and behaviors. Individuals bring their affective states, characteristics, and emotional "buttons" to work; leaders try to create passion and enthusiasm for the organization and its well-being; groups talk about Esprit de corps; and organizational consultants aim to increase job satisfaction, commitment, trust, and loyalty. Organizational members rarely do their jobs objectively, based on cold, cognitive calculation, and work experiences include a series of work events that can be pleasant and refreshing or stressful and frustrating. Without a doubt, emotions are an integral part of the workplace. We advertise emotions as social EASI's theory that emotional expressions affect relationships and trigger affective reactions and/or reasoning processes in objects according to the object information processing and perceived appropriateness of emotional expression. We review evidence from four areas of organizational behavior: customer service, group decision, negotiation, and lead & Multilevel model of emotions: (a) within-person, (b) between-person (personality; attitudes), (c) interpersonal behaviors (perception & communication), (d) group level (leadership & teams), and (e) organizational level (culture and climate). We conclude that the study of emotions in organizations has provided new and important insights into the behavior of people in organizations, and we advise managers on how to create and maintain a positive emotional climate in their organizations.

A Study on the Factors Influencing the Knowledge Hiding of Nurses in Chinese Public Hospitals: A Test of Mediating Effects Based on Psychological Ownership of Knowledge

Aim: It was designed to assess the current state of knowledge hiding behavior of nurses in Chinese public hospitals, to conduct an intensive study of the factors influencing nurses' knowledge hiding behavior and to construct a mediating effect model. Subjects and Methods: Quantitative cross-sectional descriptive design was used. A self-administered general information questionnaire was applied, and well-established scales included the Knowledge Hiding Scale, the Psychological Ownership of Knowledge Scale, the Job Insecurity Scale, and the Positive Emotional Climate in Teams Scale. Data was collected virtually by using the online Questionnaire Star. A non-probability, purposive sampling technique was used for a survey of 719 clinical nurses in Chinese public hospitals. Results: The total knowledge hiding score of 719 clinical nurses was (15.76±9.412). Clinical nurses' knowledge hiding behavior was positively correlated with psychological ownership of knowledge and job insecurity (r=0.574, P<0.01; r=0.309, P<0.01) and negatively correlated with positive emotional climate of the team (r=-0.194, P<0.01). Bootstrap test results showed that the 95% CI of the indirect effect of psychological ownership of knowledge between job insecurity and knowledge hiding was 0.075 to 0.186, with a significant mediating effect, which accounted for 55.31% of the total effect. Conclusion: Team emotional climate and job insecurity are influential factors in nurses' knowledge hiding behavior, where job insecurity has an indirect positive effect on knowledge hiding through psychological ownership of knowledge. Healthcare organizations can reduce the knowledge hiding behavior of clinical nurses and achieve knowledge sharing within the organization by breaking the psychological ownership of clinical nurses' knowledge and creating a multidimensional and safe work environment.

When Companies Make Your Day

Pre-digital organizations were established before the digital and collaborative economy. Faced with this new economy, they are carrying out organizational transformation projects that involve significant changes in tasks, working conditions, and employee well-being. A positive emotional climate can support these digital transformations. Companies have therefore developed specific change management practices focusing on happiness at work to support these digital transformation programs of work practices. This research explores the role of happiness management as a change management practice for digital transformation. Using a multiple case study method, it illustrates how happiness management practices are enacted in three French pre-digital organizations from different industries. It identifies characteristics of happiness management mobilized differently by each organization. Some combinations of these characteristics and employees' control perceptions are shown to lead to a positive emotional climate which in turn affects the success of digital workplace transformations.

Family Climate in Pandemic Times: Adolescents and Mothers

In this article, we examine changes in family climate during the first Covid‐19‐related lockdown in Germany. We compare the perspectives of mothers and adolescents to explore whether the factors of perceived changes in family climate are systematically and significantly different between these groups. We measure family climate as positive emotional climate, a sub‐dimension of the family environment scale, to capture a feeling of cohesion and emotional openness within the family. Based on family system theory and the family stress model, we expect an overall deterioration in family climate due to increased environmental adaptation in the pandemic. Furthermore, we expect family climate to deteriorate less when families have economic and social resources available. On the other hand, we assume that being employed and/or primarily responsible for family care relates to a stronger decline in the family climate. We employ longitudinal survey data (AID:A) from around 300 German families with children aged nine to 17 and apply individual fixed effects models to investigate changes in family climate from 2019 to 2020. Almost half of our respondents report a decrease in family climate. For mothers, the share of unpaid care work at home is the only significant predictor: Mothers doing more than 80% of the chores and childcare feel a greater decrease in family climate. For adolescents, however, being at risk of poverty and having less frequent family activities are important predictors of stronger decreases in family climate. In summary, our results illustrate the relevance of distinguishing between the perspective of children and parents in family studies.

Code red for humanity or time for broad collective action? Exploring the role of positive and negative messaging in (de)motivating climate action

Despite decades of warning from climate scientists, the international community has largely failed at reining in planet-warming greenhouse gas (GHG) emissions. In this context, scientific assessments of climate change—like those periodic reviews provided by the Intergovernmental Panel on Climate Change (IPCC)—are repeatedly faced with the challenge of communicating the rapidly closing window for securing a livable future on Earth. Yet, it remains unclear whether sounding “code red for humanity” fosters climate action or climate paralysis. The ongoing debate among climate change communication scholars about the (in)effectiveness of fear-based messaging sheds light on three intertwined and often overlooked aspects of emotional appeals in communication: the content of the message frame, the emotional arousal it induces, and the values and dispositions of the audiences receiving the message. While previous work has addressed questions related to one or two of these aspects, this study examines the role of positive and negative messaging in (de)motivating climate action, with particular attention to how messages, emotions and audiences interact in the process of communication. Leveraging data drawn from a sample of environmental group supporters in Canada (N = 308), we first identify and describe four unique audiences within supporters of Canada's environmental movement that vary in their levels of engagement and radicalism. We then examine how negative and positive messaging influence emotional arousal and climate action across audience segments. We find that negative messages about climate change (e.g., sounding “code red for humanity”) can be less mobilizing than positive messaging, even when the message is directed toward relatively engaged audiences and followed by the opportunity to take a specific, actionable and effective action. These findings help shed light on the potential limits of fear-based messaging in the context of a global public health pandemic while further highlighting the importance of communicating in ways that inspire people through hopeful and optimistic messages.

Exploring the relationships between team leader's conflict management styles and team passion: From the emotional perspective.

From the emotional perspective, this study explores how team leader's conflict management styles affect team passion. A theoretical model is constructed which describes the mediating role of positive team emotional climate and the moderating impact of team emotional intelligence. We collect 101 teams paired data including 101 team leaders and 383 team members to test theoretical model. It is shown that leader's cooperative conflict management style has a significant positive effect on both positive team emotional climate and team passion. Meanwhile, positive team emotional climate plays a mediating role between leader's cooperative conflict management style and team passion. In addition, team emotional intelligence has a moderating effect between leader's cooperative style and positive team emotional climate. This study not only provides a new perspective for follow-up research but also expands the research scope of impacts of conflict management styles. In addition, this study forms the underlying mechanism of team leader's conflict management styles on team passion from the emotional perspective and investigates the mediating effect and moderating effect of emotional variable, which broadens the research on the mechanisms of conflict management styles on team outcomes to a certain extent.

Victim-focused political apology predicts political support via perceived sincerity, trust and positive emotional climate: The case of the 2018 bushfire in Attica

Political leaders tend to apologize for wrongdoings. This study focuses on a disaster that occurred on July 2018 in east Attica, Greece, where wildfires destroyed houses and left dozens of people dead. Two pilot studies and one main study were conducted testing perceptions of apology as sincere, perceived trust, positive emotional climate and participants’ support towards the governmental policies. Participants (N = 180 for the two pilot studies, N = 222 for the main study) were recruited from the disaster zone of east Attica. The focus is on two key forms of political apology, a self or offender-focused apology and a self-other or victim-focused apology. Participants were randomly assigned to one of the conditions equivalent to each of the two forms of apology, that is either in a victim-focused apology condition or an offender-focused apology, or a control condition, where a neutral image was shown to participants. Results showed a positive association between victim-focused apology, compared to offender-focused apology, and political support towards the government via increased perceived sincerity, trust and positive emotional climate. Political and psychological implications related to different forms of public apologies are discussed.

A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students

ABSTRACT Research Findings: and Practice Preschool teachers’ relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher–child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children’s experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers’ well-being.