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- Title
- Hispanic Immigrant Parental Messages of Resiliency and Emotional Regulation to their Children: An Examination of Important Variables and an Intervention.
- Creator
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Velezmoro, Rodrigo, Negy, Charles, Renk, Kimberly, Cassisi, Jeffrey, Nalbone, Lisa, University of Central Florida
- Abstract / Description
-
This two-part study examined the adjustment of Hispanic immigrants. Part one examined the communication that occurs between Hispanic immigrant parents and their adolescents/young adults about life in the United States (U.S.). It also examined how attitudes toward the U.S. and various protective factors influence psychological adjustment. Hispanic immigrants (n = 123) with an average of 11 years living in the United States and their adolescents/young adults between the ages of 14-22 served as...
Show moreThis two-part study examined the adjustment of Hispanic immigrants. Part one examined the communication that occurs between Hispanic immigrant parents and their adolescents/young adults about life in the United States (U.S.). It also examined how attitudes toward the U.S. and various protective factors influence psychological adjustment. Hispanic immigrants (n = 123) with an average of 11 years living in the United States and their adolescents/young adults between the ages of 14-22 served as participants. For both parents and their adolescents/young adults, favorable attitudes toward the U.S. were associated with improved psychological adjustment. Contrary to prediction, attitudes toward the U.S. did not correlate with quality of life or life satisfaction for either family member. Further, results indicated that among adolescents/young adults, resiliency predicted positive U.S. attitudes, whereas among parents, openness to new experiences predicted favorable attitudes toward the U.S. Finally, parental views of the U.S. correlated positively with their adolescents'/young adults' views of the U.S. In an extension of the study, 37 Hispanic college students who were either immigrants or children of immigrants were randomly assigned to either a control condition or a psychoeducation condition. The psychoeducation condition focused on improving their emotional regulation and views of the United States. No significant differences were found among the groups.
Show less - Date Issued
- 2014
- Identifier
- CFE0005436, ucf:50399
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005436
- Title
- A CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND LANGUAGE STYLE MATCHING.
- Creator
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DePass, Deprise M., Whitten, Shannon, University of Central Florida
- Abstract / Description
-
Individuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that...
Show moreIndividuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that individuals who are emotionally intelligent subconsciously match their language to their communication partner. Ten participants from the University of Central Florida's Psychology Department were given an emotional intelligence test. The participants were then asked to submit three text conversations stored in their phones, one in which they interpret as a positive encounter, another which they interpret as a negative encounter, and one interpreted as a neutral encounter. Bivariate correlations were used to analyze the data. The results did not support the hypothesis.
Show less - Date Issued
- 2017
- Identifier
- CFH2000214, ucf:46058
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000214
- Title
- LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
- Creator
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Grant, David, Dieker, Lisa, University of Central Florida
- Abstract / Description
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The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
Show less - Date Issued
- 2008
- Identifier
- CFE0002316, ucf:47828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002316
- Title
- An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
- Creator
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Duff, Christine, Hines, Rebecca, Dieker, Lisa, Reyes, Maria, Butler, S. Kent, University of Central Florida
- Abstract / Description
-
The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception...
Show moreThe goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006737, ucf:51867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006737
- Title
- ONLY SCREEN DEEP? EVALUATING AESTHETICS, USABILITY, AND SATISFACTION IN INFORMATIONAL WEBSITES.
- Creator
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Avery, Carrie, Saari Kitalong, Karla, University of Central Florida
- Abstract / Description
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This thesis explores the role aesthetics plays in informational websites. In commercial interfaces, aesthetics (the perceived visual appeal and appropriateness of an object) has shown to correlate positively with many aspects of usability and emotional satisfaction. This thesis examines whether aesthetics has similar positive correlations in informational websites. Heuristics or guidelines for evaluating informational websites are developed based on empirical research and practitioner...
Show moreThis thesis explores the role aesthetics plays in informational websites. In commercial interfaces, aesthetics (the perceived visual appeal and appropriateness of an object) has shown to correlate positively with many aspects of usability and emotional satisfaction. This thesis examines whether aesthetics has similar positive correlations in informational websites. Heuristics or guidelines for evaluating informational websites are developed based on empirical research and practitioner expertise. Categories for heuristic evaluation include usability, credibility, visual clarity, visual richness, and emotional satisfaction. A class of graduate students browsed three academic websites, evaluated them, and critiqued the heuristics. Results indicate that aesthetics does correlate with overall impression, usability, satisfaction, and credibility. The data also suggests that there are two dimensions of aesthetics: visual richness and visual clarity. Overall impression correlated with the average of all categories. The heuristics used in this pilot study are now ready to be tested on a larger population.
Show less - Date Issued
- 2005
- Identifier
- CFE0000465, ucf:46412
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000465
- Title
- IMPLEMENTING LEXICAL AND CREATIVE INTENTIONALITY IN SYNTHETIC PERSONALITY.
- Creator
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Vick, Erik, Cannon-Bowers, Jan, University of Central Florida
- Abstract / Description
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Creating engaging, interactive, and immersive synthetic characters is a difficult task and evaluating the success of a synthetic character is often even more difficult. The later problem is solved by extending Turing's Imitation Game thusly: computational construct should be evaluated based on the criteria of how well the character can mimic a human. In order to accomplish a successful evaluation of the proposed metric, synthetic characters must be consistently believable and capable of role...
Show moreCreating engaging, interactive, and immersive synthetic characters is a difficult task and evaluating the success of a synthetic character is often even more difficult. The later problem is solved by extending Turing's Imitation Game thusly: computational construct should be evaluated based on the criteria of how well the character can mimic a human. In order to accomplish a successful evaluation of the proposed metric, synthetic characters must be consistently believable and capable of role-appropriate emotional expression. The author believes traditional synthetic characters must be improved to meet this goal. For a synthetic character to be believable, human users must be able to perceive a link between the mental state of the character and its behaviors. That is to say, synthetic characters must possess intentionality. In addition to intentionality, the mental state of the character must be human-like in order to provide an adequate frame of reference for the human users' internal simulations, to wit, the character's mental state must be comprised of a synthetic model of personality, of personality dynamics, and of cognition, each of which must be psychologically valid and of sufficient fidelity for the type of character represented. The author proposes that synthetic characters possessing these three models are more accurately described as synthetic personalities. The author proposes and implements computational models of personality, personality dynamics, and cognition in order to evaluate the psychological veracity of these models and computational equivalence between the models and the implementation as a first step in the process of creating believable synthetic personalities.
Show less - Date Issued
- 2005
- Identifier
- CFE0000422, ucf:46397
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000422
- Title
- ATTITUDES TOWARDS SEEKING PROFESSIONAL COUNSELING: THE ROLE OF OUTCOME EXPECTATIONS AND EMOTIONAL OPENNESS IN ENGLISH-SPEAKING CARIBBEAN COLLEGE STUDENTS IN THE U.S. AND THE CARIBBEAN.
- Creator
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Greenidge, Wendy-lou, Daire, Andrew, University of Central Florida
- Abstract / Description
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Purpose: The college environment is documented as a universally stressful period where students face many challenges (Baysden, 2002; Pandit, 2003). In addition to these potential stressors, international students face other unique challenges such as loss of support network, feelings of isolation, economic hardship, coping with oftentimes competing cultures, and anxiety which emanates from unfamiliarity (Kim & Omizo, 2003; Rounds & Kline, 2005). Unsuccessful resolution of these challenges can...
Show morePurpose: The college environment is documented as a universally stressful period where students face many challenges (Baysden, 2002; Pandit, 2003). In addition to these potential stressors, international students face other unique challenges such as loss of support network, feelings of isolation, economic hardship, coping with oftentimes competing cultures, and anxiety which emanates from unfamiliarity (Kim & Omizo, 2003; Rounds & Kline, 2005). Unsuccessful resolution of these challenges can negatively impact the acculturation process, their mental health, and their academic programs (Roysircar, 2002). Despite these many challenges, research consistently shows that international students are less likely than their US counterparts to seek professional counseling (Bayer, 2002). Further, those who do seek counseling services are also more likely to terminate services prematurely (Anderson & Myer, 1985). Although there is an abundance of research on the attitudes towards seeking professional counseling of Asian and other international student populations (Kim & Omizo, 2003; Lau & Takeuchi, 2001; Leong & Lau, 2001; Liao, Rounds & Kline, 2005; Pandit, 2003), there is a dearth of knowledge on Caribbean college students. This dissertation sought to determine which factors influence the attitudes towards seeking professional counseling of English-speaking Caribbean college students in the U.S., as well as those attending colleges in the Caribbean. Method: Two research questions and five null hypotheses were used to examine what influences the attitudes towards seeking professional counseling of 500 Caribbean college students. The variables of interest were stigma tolerance, level of social support, level of acculturation, outcome expectations and level of emotional openness. Stigma Tolerance was measured using the Stigma Scale for Receiving Psychological Help (SSRPH), Outcome Expectations were measured using the Disclosure Expectations Scale, Emotional Openness was measured using the Distress Disclosure Index and Social Support using the Multidimensional Scale of Perceived Social Support. Attitudes towards seeking professional counseling were measured using the Attitudes towards seeking Psychological Help instrument by Fischer and Turner (1970) and acculturation was measured using responses from the demographic questionnaire. Several analyses were conducted including a stepwise regression analysis, multiple regression analysis, a MANOVA, ANOVA and a linear regression analysis. Major Findings: The results of this study indicated that stigma tolerance and anticipated risks of seeking counseling both have a significant inverse relationship with the attitudes towards seeking professional counseling of English-speaking Caribbean college students. Results also indicated that anticipated utility of seeking professional counseling has a significant relationship with the attitudes towards seeking professional counseling. The level of emotional openness as well as the level of social support also have a direct relationship with the attitudes towards seeking professional counseling of English-speaking Caribbean college students. Students who reside and attend college in the Caribbean reported higher mean scores for anticipated risk, anticipated utility and attitudes towards seeking professional counseling than their counterparts who reside and attend college in the U.S. Results also indicated that length of stay in the U.S. was not a statistically significant predictor of one's attitudes towards seeking professional counseling.
Show less - Date Issued
- 2007
- Identifier
- CFE0001653, ucf:47229
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001653
- Title
- TOWARD BUILDING A SOCIAL ROBOT WITH AN EMOTION-BASED INTERNAL CONTROL AND EXTERNAL COMMUNICATION TO ENHANCE HUMAN-ROBOT INTERACTION.
- Creator
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Marpaung, Andreas, Lisetti, Christine, University of Central Florida
- Abstract / Description
-
In this thesis, we aim at modeling some aspects of the functional role of emotions on an autonomous embodied agent. We begin by describing our robotic prototype, Cherry--a robot with the task of being a tour guide and an office assistant for the Computer Science Department at the University of Central Florida. Cherry did not have a formal emotion representation of internal states, but did have the ability to express emotions through her multimodal interface. The thesis presents the results of...
Show moreIn this thesis, we aim at modeling some aspects of the functional role of emotions on an autonomous embodied agent. We begin by describing our robotic prototype, Cherry--a robot with the task of being a tour guide and an office assistant for the Computer Science Department at the University of Central Florida. Cherry did not have a formal emotion representation of internal states, but did have the ability to express emotions through her multimodal interface. The thesis presents the results of a survey we performed via our social informatics approach where we found that: (1) the idea of having emotions in a robot was warmly accepted by Cherry's users, and (2) the intended users were pleased with our initial interface design and functionalities. Guided by these results, we transferred our previous code to a human-height and more robust robot--Petra, the PeopleBot™--where we began to build a formal emotion mechanism and representation for internal states to correspond to the external expressions of Cherry's interface. We describe our overall three-layered architecture, and propose the design of the sensory motor level (the first layer of the three-layered architecture) inspired by the Multilevel Process Theory of Emotion on one hand, and hybrid robotic architecture on the other hand. The sensory-motor level receives and processes incoming stimuli with fuzzy logic and produces emotion-like states without any further willful planning or learning. We will discuss how Petra has been equipped with sonar and vision for obstacle avoidance as well as vision for face recognition, which are used when she roams around the hallway to engage in social interactions with humans. We hope that the sensory motor level in Petra could serve as a foundation for further works in modeling the three-layered architecture of the Emotion State Generator.
Show less - Date Issued
- 2004
- Identifier
- CFE0000286, ucf:46228
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000286
- Title
- PRESERVING THE RIGHT TO A FAIR TRIAL: AN EXAMINATION OF THE PREJUDICIAL VALUE OF VISUAL AND AUDITORY EVIDENCE IN THE CONTEXT OF A CRIMINAL CASE.
- Creator
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Edwards, Emily, Mottarella, Karen, University of Central Florida
- Abstract / Description
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Federal Rule of Evidence 403 requires evidence's probative value to substantially outweigh its prejudicial value for the evidence to be admitted. To date, courts have opinioned that photographic evidence holds low prejudicial impact and rarely render court proceedings unfair (Futch v. Dugger, 1989). The present study sought to empirically investigate this issue. In a 2 (Auditory Present/Auditory Absent) x 3 (Graphic Photo/Neutral Photo/No Photo) factorial design, 300 participants reviewed...
Show moreFederal Rule of Evidence 403 requires evidence's probative value to substantially outweigh its prejudicial value for the evidence to be admitted. To date, courts have opinioned that photographic evidence holds low prejudicial impact and rarely render court proceedings unfair (Futch v. Dugger, 1989). The present study sought to empirically investigate this issue. In a 2 (Auditory Present/Auditory Absent) x 3 (Graphic Photo/Neutral Photo/No Photo) factorial design, 300 participants reviewed case materials from a recent murder case and provided information concerning their verdict decision. Emotional state data was also collected prior to and following review of the case materials via the Positive and Negative Affect Schedule - Expanded Form (PANAS-X; Watson & Clark, 1994). Participants reviewing graphic photos coupled with their case materials experienced significantly greater increases in both sadness and surpise than those reviewing neutral or no photos. Participants who had an auditory recording present with their case materials experienced greater increases in both joviality and, to a lesser extent, hostility. Participants reviewing the auditory recording also reported being significantly less able to formulate their verdict decisions fairly or impartially. When heightened emotion is involved in decision making, cognitive resources for well-informed decisions are limited (Greene & Haidt, 2002). The current study suggests the potential for particular modes of evidentiary presentation to manipulate jurors' emotions, therefore increasing their prejudicial value. When the probative value of evidence does not outweigh the potentially prejudicial nature of jurors' heightened emotionality, the fairness of court proceedings may be questioned and issues of the defendant's right to a fair trial raised.
Show less - Date Issued
- 2012
- Identifier
- CFH0004152, ucf:44849
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004152
- Title
- ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
- Creator
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Gischel, Carolynne, Boote, David, University of Central Florida
- Abstract / Description
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Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
Show less - Date Issued
- 2008
- Identifier
- CFE0002196, ucf:47914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002196
- Title
- The Perceptual and Decisional Basis of Emotion Identification in Creative Writing.
- Creator
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Williams, Sarah, Bohil, Corey, Hancock, Peter, Smither, Janan, Johnson, Dan, University of Central Florida
- Abstract / Description
-
The goal of this research was to assess the ability of readers to determine the emotion of a passage of text, be it fictional or non-fictional. The research includes examining how genre (fiction and non-fiction) and emotion (positive emotion, such as happiness, and negative emotion, such as anger) interact to form a reading experience. Reading is an activity that many, if not most, humans undertake in either a professional or leisure capacity. Researchers are thus interested in the effect...
Show moreThe goal of this research was to assess the ability of readers to determine the emotion of a passage of text, be it fictional or non-fictional. The research includes examining how genre (fiction and non-fiction) and emotion (positive emotion, such as happiness, and negative emotion, such as anger) interact to form a reading experience. Reading is an activity that many, if not most, humans undertake in either a professional or leisure capacity. Researchers are thus interested in the effect reading has on the individual, particularly with regards to empathy. Some researchers believe reading fosters empathy; others think empathy might already be present in those who enjoy reading. A greater understanding of this dispute could be provided by general recognition theory (GRT). GRT allows researchers to investigate how stimulus dimensions interact in an observer's mind: on a perceptual or decisional level. In the context of reading, this allows researchers to look at how emotion is tied in with (or inseparable from) genre, or if the ability to determine the emotion of a passage is independent from the genre of the passage. In the reported studies, participants read passages and responded to questions on the passages and their content. Empathy scores significantly predicted discriminability of passage categories, as did reported hours spent reading per week. Non-fiction passages were easier to identify than fiction, and positive emotion classification was affiliated with non-fiction classification.
Show less - Date Issued
- 2019
- Identifier
- CFE0007877, ucf:52760
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007877
- Title
- An Exploratory Analysis of a Five Minute Speech Sample of Mothers of Children with Selective Mutism.
- Creator
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Kovac, Lisa, Culp, Anne, Hundley, Gulnora, Szente, Judit, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
Selective mutism (SM), an anxiety disorder wherein children have difficulty speaking or communicating when they are uncomfortable, is relevant for the early childhood population as symptoms often manifest upon school entry (Steinhausen (&) Juzi, 1996) and early treatment leads to better treatment prognosis (Oerbeck, Stein, Wentzel-Larsen, Langsrud (&) Kristensen, 2014). Bergman, Gonzalez, Piacentini and Keller, (2013) utilized an integrative behavioral treatment for children (ages 4-8) with...
Show moreSelective mutism (SM), an anxiety disorder wherein children have difficulty speaking or communicating when they are uncomfortable, is relevant for the early childhood population as symptoms often manifest upon school entry (Steinhausen (&) Juzi, 1996) and early treatment leads to better treatment prognosis (Oerbeck, Stein, Wentzel-Larsen, Langsrud (&) Kristensen, 2014). Bergman, Gonzalez, Piacentini and Keller, (2013) utilized an integrative behavioral treatment for children (ages 4-8) with SM and reported a 75% treatment responder status after 24 weeks of therapy. Their mothers are the focus of this study.This exploratory study examined the content of Five Minute Speech Samples at baseline and end of treatment condition for 9 mothers whose children had participated in the randomized controlled trial. Via a content analysis of language samples, this study examined emergent themes and a priori codes of Expressed Emotion (a construct associated with a variety of disorders) and parental overcontrol (a construct associated with the development and maintenance of anxiety disorders). Results revealed five categories of content expressed by mothers: (a) child characteristics (b) child's activities, (c) relationships with others, (d) difficulties other than SM, and (e) thoughts related to SM. Analysis revealed mothers who had children with SM had higher levels of expressed emotion and emotional overinvolvement than samples of mothers of children without SM. The implication of this finding is unknown and is a direction for future research. Overcontrol was overtly present in one mother and subtle in other mothers. Levels of expressed emotion largely remained unchanged over the course of treatment. Overall, information garnered from giving mothers the five minutes speech sample provides insight for therapists to design intervention. Giving the mothers a chance to discuss their views and experiences with their children is valuable in determining the behavioral and emotional support they need as they parent their child with SM.
Show less - Date Issued
- 2018
- Identifier
- CFE0007033, ucf:51990
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007033
- Title
- Meeting planner loyalty to convention service managers: An investigation of convention service manager emotional and functional competence in the business-to-business exchange.
- Creator
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Holm, Michelle, Dickson, Duncan, Muller, Christopher, Severt, Denver, University of Central Florida
- Abstract / Description
-
The current state of literature surrounding the business-to-business (BTB) exchange in the meetings, incentives, conventions, and events (MICE) industry is limited. Likewise, the manner in which meeting planners forge their intentions to repurchase was unknown until the present study was conducted. The following research focused on the role of the hotel convention service manager (CSM) in the BTB exchange with the meeting planner to understand the role they play in the meeting planner's...
Show moreThe current state of literature surrounding the business-to-business (BTB) exchange in the meetings, incentives, conventions, and events (MICE) industry is limited. Likewise, the manner in which meeting planners forge their intentions to repurchase was unknown until the present study was conducted. The following research focused on the role of the hotel convention service manager (CSM) in the BTB exchange with the meeting planner to understand the role they play in the meeting planner's decision to repurchase. Since hotel CSMs have not been assessed in previous literature, one of the major contributions of this study was that it established a set of functional competencies on which to evaluate hotel CSM performance in on-the-job tasks. The current study also introduced an emotional competence evaluation by means of asking meeting planners to evaluate hotel CSMs on well-being, emotionality, self control and sociability, in the face of client interaction. It was found that both forms of competency performance significantly contribute to the planner's perceptions of relationship quality. The current state of the literature was also ambiguous surrounding relationship quality in the BTB exchange. It was well established that relationship quality was most commonly composed of at least two dimensions: trust and commitment. However, because this study investigated the BTB exchange in an individual-individual context, likability was added as a new dimension of relationship quality. The second order factor structure of relationship quality was confirmed, and post-hoc tests revealed that a meeting planner's perceptions of emotional and functional competence in the exchange, appears to hinge on the quality of that relationship, when the meeting planner is evaluating their intentions to repurchase with the property and the hotel CSM. In fact, repeat purchase intentions with the hotel CSM were found to supersede intentions with the property, thereby establishing hotel CSMs as directors of repeat business for their respective employer (property). To accomplish this study's objectives, a mixed-mode methodology was employed. Qualitative analysis was conducted after collecting data via semi-structured interviews and focus groups to establish the functional competencies of hotel CSMs and create a generic scale for assessing those competencies. Quantitative analysis was preceded by a survey composed of five sections: functional competence, emotional competence, relationship quality, repeat purchase intention, and demographics. Data was collected from meeting planners, which resulted in a usable sample of 324 responses. Exploratory factor analysis was conducted on functional competence to understand its underlying latent structure. A robust reliability analysis and a priori testing was employed prior to conducing confirmatory factor analyses, which were followed by structural equation modeling to test the proposed theoretical model. The results showed the following. Functional and emotional competence were positively related to relationship quality, respectively. The second order factor structure of relationship quality was established, composed of the following first order factors: trust, commitment, and likability. Finally, perceived relationship quality is positively related to repeat purchase intention with the property and with the hotel CSM. The study offered a number of theoretical and practical implications, and limitations and directions for future research were also discussed in the final chapter.
Show less - Date Issued
- 2016
- Identifier
- CFE0006688, ucf:51925
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006688
- Title
- Life Partner Perceptions of the Emotional Impact of Stuttering.
- Creator
-
Svenning, Athanasia, Vanryckeghem, Martine, Towson, Jacqueline, Hamilton, Melissa, University of Central Florida
- Abstract / Description
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The aim of the present study is to investigate the extent to which life partners understand the emotional impact stuttering has on their loved one who stutters. This was accomplished by administering the Speech Situation Checklist - Emotional Reaction (SSC-ER), a subtest of the Behavior Assessment Battery (BAB; Vanryckeghem (&) Brutten, 2018) via Qualtrics, an online survey software, to the participants who stutter and a modified version of the SSC-ER to their life partner. No significant...
Show moreThe aim of the present study is to investigate the extent to which life partners understand the emotional impact stuttering has on their loved one who stutters. This was accomplished by administering the Speech Situation Checklist - Emotional Reaction (SSC-ER), a subtest of the Behavior Assessment Battery (BAB; Vanryckeghem (&) Brutten, 2018) via Qualtrics, an online survey software, to the participants who stutter and a modified version of the SSC-ER to their life partner. No significant differences and a positive correlation were observed between groups (people who stutter (PWS) and their life partner (LP) as it relates to total score on the SSC-ER. Gender, age, and duration of relationship, overall, were not confounding variables that affected the total score. Internal reliability was high across both the SSC-ER and its modified version. All items on the test correlated significantly with the total score with the exception of items 8 and 13 for PWS and items 6, 13, and 36 for LPs. Between-group item analysis revealed that the majority of test items did not differ significantly with the exception of six items: 3, 4, 13, 19, 26, and 27. The aforementioned items follow the construct pertaining to fixed sounds and/or words. The findings in this investigation provide evidence that LPs have a general understanding of the anxiety levels their partner who stutters experiences as it relates to communication situations.
Show less - Date Issued
- 2018
- Identifier
- CFE0007253, ucf:52199
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007253
- Title
- EMOTIONAL REGULATION AT WALT DISNEY WORLD: DEEP ACTING VS. SURFACE ACTING.
- Creator
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Reyers, Anne, Matusitz, Jonathan, University of Central Florida
- Abstract / Description
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The objective of this study is to examine the emotional regulation strategies used by Walt Disney World on-stage employees as a way to fulfill requirements set forth by the company. Ten Disney on-stage employees were interviewed off-property in Orlando. The emotional regulation framework was divided into several categories: (1) a distinction between deep acting and surface acting, (2) emotional deviance, and (3) emotional exhaustion. "Surface acting" is a strategy by which employees display...
Show moreThe objective of this study is to examine the emotional regulation strategies used by Walt Disney World on-stage employees as a way to fulfill requirements set forth by the company. Ten Disney on-stage employees were interviewed off-property in Orlando. The emotional regulation framework was divided into several categories: (1) a distinction between deep acting and surface acting, (2) emotional deviance, and (3) emotional exhaustion. "Surface acting" is a strategy by which employees display company-imposed emotions not genuinely felt, whereas "deep acting" occurs when employees do feel the emotions that they are required to express (Hochschild, 1983). Throughout the data reduction process, five key themes surfaced as the most relevant to the initial research questions: (1) Self-Motivated Deep Acting, (2) Organizational Expectations for Surface Acting, (3) "Back-Stage" vs. "Front-Stage" Dichotomy, (4) Benefits of Emotional Training, and (5) Negative Effects of Emotional Regulation. Overall, the researcher found that a key strategy of emotional regulation that Disney employees use frequently is surface acting, although deep acting was found to be more successful. In addition, while emotional exhaustion was a common problem among employees, very few of them will actually engage in emotional deviance in order to avoid the negative consequences of surface acting. Lastly, it was found that highly skilled Walt Disney World employees will have already internalized emotional regulation training and display rules that manage emotional behavior. Therefore, it becomes less essential for the Disney Company to formally monitor its employees' facial expressions and emotional behavior in the future.
Show less - Date Issued
- 2011
- Identifier
- CFE0003684, ucf:48815
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003684
- Title
- The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
- Creator
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Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
- Abstract / Description
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Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
Show less - Date Issued
- 2012
- Identifier
- CFE0004308, ucf:49478
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004308
- Title
- CONNECTING SELF ENHANCEMENT AND SELF VERIFICATION MESSAGES IN FRIENDSHIPS.
- Creator
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Bloch, Ann, Weger, Harry, University of Central Florida
- Abstract / Description
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This study investigates the connection between self-enhancement and self-verification and confirmation and emotional support. The hypotheses predicted that there is a positive relationship between confirmation and self-enhancement and self-verification; people feel good about themselves when confirmed by friends, people feel that friends know them well when they are confirmed. The hypotheses also predicted that there would be a positive relationship between emotional support and self...
Show moreThis study investigates the connection between self-enhancement and self-verification and confirmation and emotional support. The hypotheses predicted that there is a positive relationship between confirmation and self-enhancement and self-verification; people feel good about themselves when confirmed by friends, people feel that friends know them well when they are confirmed. The hypotheses also predicted that there would be a positive relationship between emotional support and self-enhancement and self-verification; people feel good when friends provide emotional support, and people feel that friends know them well when provided emotional support. A research question was also posed: Does family functioning have an effect on perceptions of self-enhancement and self-verification messages? To find the answers, a questionnaire was completed by 279 individuals. The results indicate two types of enhancement messages; a more specific and positive form of enhancement and more global (and negative) self perception of rejection. The findings are interesting and unique to self-enhancement in communication research which provides many avenues for continued research. Results also suggest that different elements of confirming communication influences perceptions of enhancement in different ways, emotional support predicts verification.
Show less - Date Issued
- 2009
- Identifier
- CFE0002939, ucf:47975
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002939
- Title
- Taxonomy of Affective Curriculum for Gifted Learners.
- Creator
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Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
- Abstract / Description
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Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
Show less - Date Issued
- 2016
- Identifier
- CFE0006087, ucf:50946
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006087
- Title
- The effect of jyoti meditation on student counselor emotional intelligence, stress, and daily spiritual experiences.
- Creator
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Gutierrez, Daniel, Young, Mark, Robinson, Edward, Conley, Abigail, Hagedorn, William, Ritz, Louis, University of Central Florida
- Abstract / Description
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Previous research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The...
Show morePrevious research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The meditation practice investigated in the current study is new to the counseling and psychology literature. The majority of the current research has examined transcendental and mindfulness-based practices. However, recent research has shown that spirituality has the ability to potentiate meditation. Jyoti mediation (JM), the practice used in this study, is a spiritually based practice used for spiritual and personal growth for over 500 years. This study examined whether student counselors, after participating in a JM group, would have a significantly different level of emotional intelligence, stress and daily spiritual experiences than a comparison group who received a psycho-educational curriculum. Moreover, I investigated if the frequency of meditation related to the treatment outcomes. I conducted a six week randomized controlled trial where participants (n = 60) completed self-report assessments on the first, third and sixth week of the intervention. In addition, the participants in the meditation condition were asked to complete a daily journal reporting their experiences with the meditation treatment and their frequency of practice. Participants were required to meditate once a week in the group, and requested to meditate at least ten additional minutes each day. In order to analyze the data, I conducted a repeated measures multivariate analysis of variance (RM-MANOVA). The RM-MANOVA revealed no significant difference between the two groups. However, because the range of time spent meditating was so wide, I conducted a second RM-MANOVA using only participants that meditated in group and an additional 60 minutes over the six weeks. The second RM-MANOVA approached significance in the main effects (p = .06); and revealed a significant univariate between group effect for stress. Likewise, I conducted two Pearson moment correlations to investigate the relationship between the study outcomes and meditation frequency. The first correlation revealed no significant relationship between meditation frequency and any of the independent. However, the second correlational analysis revealed a significant relationship between stress and meditation frequency. Also, both correlational analyses revealed a significant relationship between stress and emotional intelligence. In order to gain a better understanding of how the independent variables effected stress over time, I conducted a growth curve analysis (GCA). I used PROC Mixed in SAS and nested the measurement points into each individual. The GCA revealed significant non-trivial variance between individuals at initial status. In addition, the GCA revealed that emotional intelligence accounted for 27% of that variance, and when controlling for emotional intelligence there is a significant interaction between time and group. The implications and limitations of these findings are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005177, ucf:50666
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005177
- Title
- Mothers' History of Child Maltreatment and Regulation Abilities: Interactions Among Young Children's Temperament, Attachment, and Maltreatment Potential.
- Creator
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Puff, Jayme, Renk, Kimberly, Paulson, Daniel, Sims, Valerie, Boris, Neil, University of Central Florida
- Abstract / Description
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Given the impact that parents' and young children's characteristics have on the potential for child maltreatment, the present study sought to examine how mothers' ratings of their own childhood maltreatment, their psychological symptoms, their regulation abilities (i.e., emotion regulation, reflective functioning, attributions, and coping with young children's negative emotions), and their perceptions of their young children's temperament were related to their narratives of their attachment...
Show moreGiven the impact that parents' and young children's characteristics have on the potential for child maltreatment, the present study sought to examine how mothers' ratings of their own childhood maltreatment, their psychological symptoms, their regulation abilities (i.e., emotion regulation, reflective functioning, attributions, and coping with young children's negative emotions), and their perceptions of their young children's temperament were related to their narratives of their attachment relationships with their young children and their child maltreatment potential. As part of this study, 54 mothers rated themselves and their young children on the aforementioned variables. Binary logistic hierarchical regression analysis suggested that mothers' higher levels of nonsupportive coping styles were associated significantly with an increased likelihood of an unbalanced (insecure) narrative of attachment with their young children. Hierarchical and moderation regression analyses suggested the importance of examining mothers' ratings of their own childhood maltreatment, psychological symptoms, nonsupportive coping styles, and mothers' perceptions of their young children's temperament in predicting mothers' child maltreatment potential. In addition, mediation analyses suggested that both mothers' emotion regulation and reflective functioning were important in predicting coping styles. Finally, exploratory analyses suggested that mothers' emotion regulation and psychological symptoms were important predictors of mothers' child maltreatment potential. Overall, these findings suggested that both mothers' characteristics and their ratings of their young children's temperament played a significant role in the prediction of their narratives of their attachment relationships with their young children and mothers' child maltreatment potential. These findings will be particularly helpful for professionals who work with high risk families, particularly those who are at risk for child maltreatment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006379, ucf:51497
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006379
