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Title: A study of EEG signature associated with Emotional and stress responses due to cyberbullying.
Creator: Alhujailli, Ashraf, Karwowski, Waldemar, Reinerman, Lauren, Hancock, Peter, Wan, Thomas, University of Central Florida
Abstract / Description: The human brain processes vital information regarding human feelings. Prior research has focused on the problems of underage bullying, workplace bullying, burnout, mobbing and, most recently, cyberbullying. Scholars have traditionally examined the adverse outcomes of cyberbullying using subjective measures of stress and emotion for decades. However, very few studies examined cyberbullying using objective measures like EEG. The main goal of this study was to explore the relationship between...
Show moreThe human brain processes vital information regarding human feelings. Prior research has focused on the problems of underage bullying, workplace bullying, burnout, mobbing and, most recently, cyberbullying. Scholars have traditionally examined the adverse outcomes of cyberbullying using subjective measures of stress and emotion for decades. However, very few studies examined cyberbullying using objective measures like EEG. The main goal of this study was to explore the relationship between the brain's EEG, expressed by the power spectral density, and emotions and stress due to two types of cyberbullying, specifically: 1) social exclusion, and 2) verbal harassment. This research also examined how cyberbullying factors of social interaction and publicity affect the emotional and stress responses. EEG data were collected from twenty-nine undergraduate students, aged 18-22, using 10/5 EEG system with 64 channels. Each cyberbullying experimental condition was treated as an independent study. The first study investigated the effects of social exclusion on EEG activity and the related emotional and stress factors while playing a virtual ball-tossing game known as cyberball. EEG results showed significant differences in alpha and beta power in the right posterior brain regions due to social exclusion. There were also significant differences in beta and gamma power in the left anterior brain regions due to social exclusion. The results suggest that EEG activity in the left anterior brain region may be important to identify social exclusion. The second study utilized a hypothetical scenario presented as impolite or complimentary online comments. EEG results showed marginally significant differences in gamma power at right- and left- anterior and midline brain regions due to verbal harassment. The results suggest that changes in gamma power at anterior brain regions might play an essential role in the processing of verbal harassment information. Self-reported measures confirmed that verbal harassment was more distressing than social exclusion.
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Date Issued: 2018
Identifier: CFE0006968, ucf:51628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006968

Title: The Preservice Elementary Teacher Affect Scale for Science: A Validation Study.
Creator: Wilder, Otis, Gill, Michele, Butler, Malcolm, Allen, Kay, University of Central Florida
Abstract / Description: The current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive...
Show moreThe current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley (&) Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it may affect the way they teach it to their future students.
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Date Issued: 2016
Identifier: CFE0006198, ucf:51104
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006198

Title: The effect of employee behaviors on consumers' emotions and behavioral intentions in positive service encounters.
Creator: Kageyama, Yoshimasa, Ro, Heejung, Murphy, Kevin, Severt, Denver, Dziegielewski, Sophia, University of Central Florida
Abstract / Description: Focusing on positive service encounters, this study examined the relationships among employee behaviors, customers' positive emotions, and subsequent customer behaviors. A comprehensive framework of positive service encounters and ten hypotheses were developed based on an in-depth literature review and an application of the theory of cognitive appraisal and the theory of positive emotions. The dissertation employed a survey design with measurements from previous research and collected data...
Show moreFocusing on positive service encounters, this study examined the relationships among employee behaviors, customers' positive emotions, and subsequent customer behaviors. A comprehensive framework of positive service encounters and ten hypotheses were developed based on an in-depth literature review and an application of the theory of cognitive appraisal and the theory of positive emotions. The dissertation employed a survey design with measurements from previous research and collected data with Amazon Mechanical Turk. The target sample (N=299) was individuals that had a positive interaction with an employee at hotels over the last six months. The Structural Equation Modeling results suggested that employees' mutual understanding affects customer gratitude and employees' unsolicited behaviors and competence influence customer delight. Subsequently, customer gratitude has a positive relationship with customers' repurchase intentions and word-of-mouth. In addition, customer delight has a positive relationship with customer' repurchase intentions and positive word-of-mouth. However, the results of the study did not support that customer delight can be triggered by employees' authenticity and customer gratitude can be evoked by employees' customized service. In addition, the relationship between customer gratitude and customers' providing feedback was not established. This study provides valuable implications for the industry regarding generating favorable customer behaviors in positive service encounters. This research also offers a theoretical explanation of systematic relationships among five dimensions of employee behaviors, two customers' discrete emotions, and three customer behavioral intentions in positive service encounters.
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Date Issued: 2016
Identifier: CFE0006124, ucf:51163
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006124

Title: Temperament and Child Maltreatment: A Closer Look at the Interactions Among Mother and Child Temperament, Stress and Coping, Emotional and Behavioral Regulation, and Child Maltreatment Potential.
Creator: Lowell, Amanda, Renk, Kimberly, Paulson, Daniel, Sims, Valerie, University of Central Florida
Abstract / Description: Several theoretical risk models were proposed previously regarding the prediction of child maltreatment. Although child maltreatment was predicted individually in these models by such variables as parent temperament, emotional and behavioral regulation, stress, coping, and child temperament, these variables were not yet examined collectively. As such, a new transactional theory was proposed for the current study. As part of this study, a national community sample of 158 culturally diverse...
Show moreSeveral theoretical risk models were proposed previously regarding the prediction of child maltreatment. Although child maltreatment was predicted individually in these models by such variables as parent temperament, emotional and behavioral regulation, stress, coping, and child temperament, these variables were not yet examined collectively. As such, a new transactional theory was proposed for the current study. As part of this study, a national community sample of 158 culturally diverse mothers of young children who were between the ages of 1(&)#189;- to 5-years rated their own temperament, emotional and behavioral regulation abilities, parenting stress, daily hassles, and coping behaviors as well as their young children's temperament. Correlational analyses demonstrated many significant relationships among the variables of interest. In addition, hierarchical regression analyses suggested that several parent (i.e., mother mood quality, mother flexibility/rigidity, emotion dysregulation, parenting stress, cumulated severity of stress, and emotion-focused coping) and child characteristics (i.e., young child mood quality) added unique incremental variance to the prediction of child maltreatment potential. Finally, mediation analyses indicated that mothers' emotion dysregulation mediated the relationship between mothers' flexibility/rigidity and child maltreatment potential. Overall, this study contributed information regarding the importance of emotion dysregulation as a mechanism through which difficult mother temperament may be related to increased child maltreatment potential. Accordingly, these findings suggested that emotion regulation skills may serve as a potential point of intervention for mothers who are at increased risk for child maltreatment due to difficult temperament characteristics.
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Date Issued: 2015
Identifier: CFE0005652, ucf:50172
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005652

Title: Predictors of School Engagement for Females with Emotional and Behavioral Disabilities.
Creator: Hardin, Stacey, Dieker, Lisa, Hines, Rebecca, Marino, Matthew, Kea, Cathy, University of Central Florida
Abstract / Description: Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-...
Show moreWomen in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-)the Culturally Responsive Theory Framework (Wlodkowski (&) Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
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Date Issued: 2014
Identifier: CFE0005348, ucf:50473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005348

Title: THE INTEGRATED USER EXPERIENCE EVALUATION MODEL: A SYSTEMATIC APPROACH TO INTEGRATING USER EXPERIENCE DATA SOURCES.
Creator: Champney, Roberto, Malone, Linda, University of Central Florida
Abstract / Description: Evaluating the user experience (UX) associated with product interaction is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to assess the UX and a paucity of tools to support such evaluation. This dissertation provided a framework and tools for guiding and supporting evaluation of the user experience. This doctoral research involved reviewing the literature on UX, using this knowledge to build first build a...
Show moreEvaluating the user experience (UX) associated with product interaction is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to assess the UX and a paucity of tools to support such evaluation. This dissertation provided a framework and tools for guiding and supporting evaluation of the user experience. This doctoral research involved reviewing the literature on UX, using this knowledge to build first build a theoretical model of the UX construct and later develop a theoretical model to for the evaluation of UX in order to aid evaluators – the integrated User eXperience EValuation (iUXEV), and empirically validating select components of the model through three case studies. The developed evaluation model was subjected to a three phase validation process that included the development and application of different components of the model separately. The first case study focused on developing a tool and method for assessing the affective component of UX which resulted in lessons learned for the integration of the tool and method into the iUXEV model. The second case study focused on integrating several tools that target different components of UX and resulted in a better understanding of how the data could be utilized as well as identify the need for an integration method to bring the data together. The third case study focused on the application of the results of an usability evaluation on an organizational setting which resulted in the identification of challenges and needs faced by practitioners. Taken together, this body of research, from the theoretically-driven iUXEV model to the newly developed emotional assessment tool, extends the user experience / usability body of knowledge and state-of-practice for interaction design practitioners who are challenged with holistic user experience evaluations, thereby advancing the state-of-the-art in UX design and evaluation.
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Date Issued: 2009
Identifier: CFE0002761, ucf:48098
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002761

Title: Temperament, emotion regulation, and distress tolerance as related correlates of psychological symptoms.
Creator: Pearte, Catherine, Negy, Charles, Renk, Kimberly, Bedwell, Jeffrey, University of Central Florida
Abstract / Description: Researchers have postulated that those with difficult temperament are at risk for difficulties with regulating emotions, are less tolerant of distressing stimuli, have characteristic difficulty coping with distress, and are (at some periods of development) more apt to experience clinically significant psychological symptoms. This study used exploratory factor analyses and structural equation modeling to compose and test a model that explained how emotion regulation, distress tolerance, and...
Show moreResearchers have postulated that those with difficult temperament are at risk for difficulties with regulating emotions, are less tolerant of distressing stimuli, have characteristic difficulty coping with distress, and are (at some periods of development) more apt to experience clinically significant psychological symptoms. This study used exploratory factor analyses and structural equation modeling to compose and test a model that explained how emotion regulation, distress tolerance, and coping skills interact to explain how certain temperament features translate into psychological symptoms. Because those with difficult temperament were thought to be at a unique risk for psychological maladjustment, mean-based criterion were used to identify those with relatively difficult, typical, or easy temperament and then test whether the degree of between-group differences on study variables was statistically significant. Results of correlational and EFA analyses suggested that there were statistically significant differences between constructs that were correlated highly (i.e., distress tolerance, emotion regulation, and emotion dysregulation). Results of SEM analyses indicated that the relationship between difficult temperament and psychological maladjustment was explained partially by the way in which emotion regulation, emotion dysregulation, distress tolerance, and coping skills interact, with the strength of each mediating variable differing considerably. There were also differences in the power of the relationship between variables when correlational power was considered alone rather than in the context of the larger measurement and structural models. Future directions and implications are discussed.
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Date Issued: 2015
Identifier: CFE0005686, ucf:50120
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005686

Title: Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force.
Creator: Assaf, Elias, Houghton, David, Kim, Myunghee, Dolan, Thomas, University of Central Florida
Abstract / Description: The global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public...
Show moreThe global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public perception of the use of force. This thesis therefore measures expressed emotion and cognitive expressions in the form of expressed aggression, passivity, blame, praise, certainty, realism, and optimism as a means of predicting subsequent major uses of force. Since aggression and blame are precipitated by anger and perceived vulnerability, they are theorized to foreshadow increased uses of force (Gardner and Moore 2008). Conversely, passivity and praise are indicative of empathy and joy respectively, and are not expected to precede aggressive behavior conducted to maintain emotional regulation (Roberton, Daffer, and Bucks 2012). Additionally, the three cognitive variables of interest expand on existing literature on beliefs and decision making expounded by such authors as Walker (2010), Winter (2003) and Hermann (2003). DICTION 6.0 is used to analyze all text data of presidential news conferences, candidate debates, and State of the Union speeches given between 1945 and 2000 stored by The American Presidency Project (Hart and Carroll 2012). Howell and Pevehouse's (2005) quantitative assessment of quarterly U.S. uses of force between 1945 and 2000 is employed as a means of quantifying instances of major uses of force. Results show systematic differences among the traits expressed by presidents, with most expressions staying consistent across spontaneous speech contexts. Additionally, State of the Union speeches consistently yielded the highest scores across the expressed traits measured; supporting the theory that prepared speech is used to emotionally frame situations and setup emotional interpretations of events to present to the public. Time sensitive regression analyses indicate that expressed aggression within the context of State of the Union Addresses is the only significant predictor of major uses of force by the administration. That being said, other studies may use the comparative findings presented herein to further establish a robust model of personality that accounts for individual dispositions toward emotional expression as a means of framing the emotional interpretation of events by audiences.
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Date Issued: 2014
Identifier: CFE0005300, ucf:50513
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005300

Title: THE EFFECTS OF POWER DISTANCE, AND GENDER ON THE USE OF NONVERBAL IMMEDIACY BEHAVIORS IN SYMMETRICAL AND ASYMMETRICAL POWER CONDITIONS: A CROSS-CULTURAL STUDY.
Creator: Santilli, Vincent, Miller, Ann, University of Central Florida
Abstract / Description: Previous cross-cultural research in nonverbal immediacy indicates that nonverbal immediacy behavior varies across cultures, and some researchers have suggested that power distance might serve as a moderating variable, however no research has systematically set out to determine whether that is the case. This study assessed the perceived use of nonverbal immediacy under symmetric and asymmetric power conditions, as well as gender, in three cultures: Brazil, Kenya, and the United States....
Show morePrevious cross-cultural research in nonverbal immediacy indicates that nonverbal immediacy behavior varies across cultures, and some researchers have suggested that power distance might serve as a moderating variable, however no research has systematically set out to determine whether that is the case. This study assessed the perceived use of nonverbal immediacy under symmetric and asymmetric power conditions, as well as gender, in three cultures: Brazil, Kenya, and the United States. Quantitative data was collected from 527 participants who completed a nonverbal immediacy measure and an individual power distance measure under either a symmetric or an asymmetric power condition. Results related to power distance partially supported the idea that cultural power distance may act as a moderating variable with regard to the use of nonverbal immediacy behaviors. Related to gender, results revealed that: (a) female participants perceived more nonverbal immediacy behaviors than males, (b) under symmetric power conditions females were perceived to use more nonverbal immediacy than males, and (c) under asymmetric power conditions there was no statistically significant difference between use of nonverbal immediacy behaviors between females and males. Implications of results, limitations, and suggestions for future research are presented.
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Date Issued: 2010
Identifier: CFE0003043, ucf:48368
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003043

Title: COUPLE PLAY AS A PREDICTOR OF COUPLE BONDING, PHYSICAL HEALTH AND EMOTIONAL HEALTH.
Creator: Vanderbleek, Linda, Robinson, Edward, University of Central Florida
Abstract / Description: Traditional couple counseling research focused on why people end relationships, with research only recently addressing what factors contribute to relationship satisfaction and stability. Yet, throughout this research, minimal attention has been paid to the role of play in couple counseling. The research available on play in couple counseling had varied definitions of couple play and was not based on current couple counseling theory. The research and anecdotal data on couple play proposed a...
Show moreTraditional couple counseling research focused on why people end relationships, with research only recently addressing what factors contribute to relationship satisfaction and stability. Yet, throughout this research, minimal attention has been paid to the role of play in couple counseling. The research available on play in couple counseling had varied definitions of couple play and was not based on current couple counseling theory. The research and anecdotal data on couple play proposed a strong relationship between couple play and the factors that predict successful, long-term couple relationships, individual physical health and emotional health. This study applied current couple counseling theory and research to define couple play and the relationship between couple play and couple bonding, physical health and emotional health. The hypotheses of the study were couple play would predict couple bonding; couple play would predict individual physical health; and couple play would predict individual emotional health. The results from a sample of 30 couples demonstrated couple play predicted measures of couple bonding, including relationship satisfaction, communication, conflict resolution, and the couple's view of the relationship. Couple play demonstrated no relationship to individual physical or emotional health. Since couple play was predictive of successful, long-term couple relationship measures, the implications were discussed for using couple play in assessment and intervention in couple counseling and future research.
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Date Issued: 2005
Identifier: CFE0000426, ucf:46403
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000426

Title: THE PREPAREDNESS OF ELEMENTARY MUSIC TEACHERS TO INCLUDE STUDENTS WITH CHALLENGING BEHAVIOR IN THEIR CLASSROOMS.
Creator: Shirk, Christine, Cross, Lee, University of Central Florida
Abstract / Description: Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners....
Show moreStudents with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.
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Date Issued: 2008
Identifier: CFE0002065, ucf:47597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002065

Title: THE EFFECT OF NATIONAL BOARD CERTIFICATION ON BURNOUT LEVELS IN EDUCATORS.
Creator: Judd, Tanya, Martin, Lawrence, University of Central Florida
Abstract / Description: Teacher attrition and retention has become a major issue facing education policymakers and practioners as our nation's school age population continues to grow, but the teaching workforce does not. This study seeks to examine the impact of certification by the National Board for Professional Teaching Standards (NBPTS) on burnout levels in educators. The potential benefits to teachers who pursue NBPTS certification include a sense of professional pride, new leadership roles and...
Show moreTeacher attrition and retention has become a major issue facing education policymakers and practioners as our nation's school age population continues to grow, but the teaching workforce does not. This study seeks to examine the impact of certification by the National Board for Professional Teaching Standards (NBPTS) on burnout levels in educators. The potential benefits to teachers who pursue NBPTS certification include a sense of professional pride, new leadership roles and responsibilities for teachers, recognition of outstanding teaching practice, and higher salaries (Shapiro, 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset burnout, and therefore may reduce teacher attrition. The study utilized the Maslach-Leiter conceptual framework to examine burnout, which breaks the burnout construct into three separate dimensions; emotional exhaustion, depersonalization, and reduced personal accomplishment. The research questions sought to determine if there was a difference between National Board Certified Teachers (NBCTs) and their non-certified peers in each of these dimensions of burnout. The research sample consisted of the NBCTs and a comparable random sample of their non-certified peers from a large urban school district in the Central Florida area. The Maslach Burnout Inventory Educators Survey was used a basis of comparison of the burnout levels. The two groups were compared utilizing an independent samples t-test. The instrument utilized in this study also included demographic questions, as well as questions that were designed to measure the various elements of the Maslach-Leiter theoretical model of burnout. These questions and the independent variable NBPTS certification were included in a multiple regression analysis in order to determine if the differences noted between the groups using the independent samples t-tests were in fact a result of NBPTS certification, and not the theoretical model itself. The instruments were mailed in the fall of 2006, and were returned to the researcher anonymously. A total of 476 surveys were returned, for a response rate of 52%. The independent samples t-tests revealed significant differences between NBCTs and their non-certified peers on all three dimensions of burnout. An examination of the individual scores for each group revealed that in each of the dimensions showed that the NBCTs demonstrated lower levels of experienced burnout in each dimension. The multiple regression analyses that were conducted to confirm that NBPTS certification was in fact a significant factor in the development of each burnout dimension revealed mixed results. Emotional exhaustion and reduced personal accomplishment were both found to have a significant negative relationship with NBPTS certification, which indicates that the NBCTs are significantly less burned out then their non-certified peers. Despite the initial finding of significance in the independent samples t-test, NBPTS certification was not found to be a significant factor in the onset of the depersonalization dimension of burnout. This relationship needs further exploration in future studies. The significant difference between the research and control groups in this study suggests that NBPTS certification may reduce burnout levels in at least two dimensions. Legislators and policymakers at the state and federal levels have provided millions of dollars to support NBPTS certification. These findings seem to indicate that this financial support has impacted burnout levels in educators, and may therefore warrant examination as a strategy to address the issue of teacher attrition.
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Date Issued: 2007
Identifier: CFE0001567, ucf:47136
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001567

Title: A PROTOTYPE FOR NARRATIVE-BASED INTERACTIVITY IN THEME PARKS.
Creator: Kischuk, Kirsten, McDaniel, Rudy, University of Central Florida
Abstract / Description: The purpose of this thesis is to look at the potential for interactive devices to enhance the story of future theme park attractions. The most common interactive theme park rides are about game-based interaction, competition, and scoring, rather than about story, character, and plot. Research into cognitive science, interactivity, narrative, immersion, user interface, theming and other fields of study illuminated some potentially useful guidelines for creating compelling experiences for park...
Show moreThe purpose of this thesis is to look at the potential for interactive devices to enhance the story of future theme park attractions. The most common interactive theme park rides are about game-based interaction, competition, and scoring, rather than about story, character, and plot. Research into cognitive science, interactivity, narrative, immersion, user interface, theming and other fields of study illuminated some potentially useful guidelines for creating compelling experiences for park guests. In order to test some of these ideas, an interactive device was constructed and tested with study subjects. Each study subject watched a video recording of an existing theme park ride while using the device, and then filled out a survey concerning their experience. The results revealed how subjects view character-driven interactive devices, how a device should be blended into a ride sequence, how subjects think interactivity and responsiveness should be structured in regards to themselves and the ride, and begins to hint at their motivations for using interactive devices.
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Date Issued: 2008
Identifier: CFE0002493, ucf:47689
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002493

Title: ADAPTIVE INTELLIGENT USER INTERFACES WITH EMOTION RECOGNITION.
Creator: NASOZ, FATMA, Christine Lisetti, Dr L., University of Central Florida
Abstract / Description: The focus of this dissertation is on creating Adaptive Intelligent User Interfaces to facilitate enhanced natural communication during the Human-Computer Interaction by recognizing users' affective states (i.e., emotions experienced by the users) and responding to those emotions by adapting to the current situation via an affective user model created for each user. Controlled experiments were designed and conducted in a laboratory environment and in a Virtual Reality environment to collect...
Show moreThe focus of this dissertation is on creating Adaptive Intelligent User Interfaces to facilitate enhanced natural communication during the Human-Computer Interaction by recognizing users' affective states (i.e., emotions experienced by the users) and responding to those emotions by adapting to the current situation via an affective user model created for each user. Controlled experiments were designed and conducted in a laboratory environment and in a Virtual Reality environment to collect physiological data signals from participants experiencing specific emotions. Algorithms (k-Nearest Neighbor [KNN], Discriminant Function Analysis [DFA], Marquardt-Backpropagation [MBP], and Resilient Backpropagation [RBP]) were implemented to analyze the collected data signals and to find unique physiological patterns of emotions. Emotion Elicitation with Movie Clips Experiment was conducted to elicit Sadness, Anger, Surprise, Fear, Frustration, and Amusement from participants. Overall, the three algorithms: KNN, DFA, and MBP, could recognize emotions with 72.3%, 75.0%, and 84.1% accuracy, respectively. Driving Simulator experiment was conducted to elicit driving-related emotions and states (panic/fear, frustration/anger, and boredom/sleepiness). The KNN, MBP and RBP Algorithms were used to classify the physiological signals by corresponding emotions. Overall, KNN could classify these three emotions with 66.3%, MBP could classify them with 76.7% and RBP could classify them with 91.9% accuracy. Adaptation of the interface was designed to provide multi-modal feedback to the users about their current affective state and to respond to users' negative emotional states in order to decrease the possible negative impacts of those emotions. Bayesian Belief Networks formalization was employed to develop the User Model to enable the intelligent system to appropriately adapt to the current context and situation by considering user-dependent factors, such as: personality traits and preferences.
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Date Issued: 2004
Identifier: CFE0000126, ucf:46201
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000126

Title: FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS.
Creator: Young, Cheryl, Boote, Dave, University of Central Florida
Abstract / Description: The transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district...
Show moreThe transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district in the southeastern United States. Data were collected over a 2 month period using semi-structured student interviews and teacher surveys, as well as student records and other school reports and observations. Data were analyzed to develop a grounded theory that explained the differences between students who had successful experiences (no discipline referrals or failing grades) and students who experienced problems with inclusion. The students attributed their success to: (a) support from their teachers, (b) quiet, well-managed inclusive classrooms, and (c) planned systems for the inclusion process. The teachers attributed student success to: (a) general education teacher willing to take a student with EBD into their class, (b) academic and behavioral support systems, and (c) positive home-school relationships between the teacher and the child's family. The grounded theory developed in this study predicted that students have a greater chance of successful inclusion if they have (a) behavioral supports aimed at managing academic frustration, (b) a plan that encourages and rewards self-determination and (c) supportive teachers or family members. These findings also related important elements of research and provided insight on current practice for the inclusion of students with emotional and behavioral disorders.
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Date Issued: 2005
Identifier: CFE0000777, ucf:46587
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000777

Title: AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING.
Creator: Browning, Jessica, Gresham, Regina, University of Central Florida
Abstract / Description: The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I...
Show moreThe purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.
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Date Issued: 2015
Identifier: CFH0004756, ucf:45347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004756

Title: PERCEPTION OF FACIAL EXPRESSIONS IN SOCIAL ANXIETY AND GAZE ANXIETY.
Creator: Necaise, Aaron, Neer, Sandra, University of Central Florida
Abstract / Description: This study explored the relationship between gaze anxiety and the perception of facial expressions. The literature suggests that individuals experiencing Social Anxiety Disorder (SAD) might have a fear of making direct eye contact, and that these individuals also demonstrate a hypervigilance towards the eye region. It was thought that this increased anxiety concerning eye contact might be related to the tendency of socially anxious individuals to mislabel emotion in the faces of onlookers. A...
Show moreThis study explored the relationship between gaze anxiety and the perception of facial expressions. The literature suggests that individuals experiencing Social Anxiety Disorder (SAD) might have a fear of making direct eye contact, and that these individuals also demonstrate a hypervigilance towards the eye region. It was thought that this increased anxiety concerning eye contact might be related to the tendency of socially anxious individuals to mislabel emotion in the faces of onlookers. A better understanding of the cognitive biases common to SAD could lead to more efficient intervention and assessment methods. In the present study, the Depression Anxiety Stress Scale-21 (DASS-21) and the Social Phobia and Anxiety Inventory-23 (SPAI-23) were used to measure social anxiety, depression, and overall distress. These forms allowed us to separate participants who reported high socially anxious and depressive traits from those in the normal range. We then compared anxiety concerning mutual eye contact as measured by the Gaze Anxiety Rating Scale (GARS) to performance on a facial recognition task. Performance was measured as recognition accuracy and average perceived intensity of onlooker expression on a scale of 1-5. A linear regression analysis revealed that higher GARS scores were related to higher perceived intensity of emotion by socially anxious individuals. An exploratory correlation analysis also revealed that higher gaze anxiety was related to lower accuracy at identifying neutral emotions and higher accuracy at identifying angry emotions. While past research has demonstrated these same biases by socially anxious individuals, gaze anxiety had not been explored extensively. Future research should investigate gaze anxiety�s role as a moderating variable.
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Date Issued: 2016
Identifier: CFH2000039, ucf:45554
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000039

Title: Stepping Outside of Yourself: Social Anxiety, Dissociation, Alcohol Consequences, and Relationship Satisfaction.
Creator: Cook, Matthew, Newins, Amie, Beidel, Deborah, Dvorak, Robert, University of Central Florida
Abstract / Description: OVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the...
Show moreOVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the relationships between social anxiety and alcohol-related consequences and between social anxiety and relationship satisfaction. METHOD: College students who endorsed alcohol use within the past 30 days (n = 320) and college students who reported having been in a romantic relationship lasting 30 or more days (n = 364) were recruited through the Psychology Department's Sona system. All participants completed measures of social anxiety, dissociation, alcohol use motives, alcohol-related consequences, and relationship satisfaction as part of an online questionnaire. RESULTS: Findings indicated no moderation effect in either model; both social anxiety and dissociation predicted alcohol-related consequences via coping-motivated alcohol use. Additionally, there was a negative association between dissociation and relationship satisfaction. CONCLUSIONS: Future research should include longitudinal research designs or ecological momentary assessment designs and should examine these relationships in clinical samples.
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Date Issued: 2019
Identifier: CFE0007445, ucf:52725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007445

Title: PERFORMANCE IMPLICATIONS OF ALTERNATIVE COLOR-CODESIN AIRPORT X-RAY BAGGAGE SCREENING.
Creator: Hilscher, Matthew, Jentsch, Florian, University of Central Florida
Abstract / Description: This research investigated both cognitive and affective influences of alternative color combinations in a search task paradigm. The effects of re-mapping the existing, comparatively arbitrarily color codes of baggage X-ray images, were explored. Alternative color-codes were evaluated for improving the economy of visual search in X-ray baggage screening. Using a 2 x 2 between-groups design, the perceptual aspects of color-codes varying in degree of visual agreeability (accordant or discordant)...
Show moreThis research investigated both cognitive and affective influences of alternative color combinations in a search task paradigm. The effects of re-mapping the existing, comparatively arbitrarily color codes of baggage X-ray images, were explored. Alternative color-codes were evaluated for improving the economy of visual search in X-ray baggage screening. Using a 2 x 2 between-groups design, the perceptual aspects of color-codes varying in degree of visual agreeability (accordant or discordant) and color contrast (high or low) were examined in terms of efficiency (reaction time) and effectiveness (detection accuracy). Three hypotheses were put forth; two postulated main effects for color contrast and for visual agreeability, and a third postulated an interaction. Additionally, for comparison purposes, a fifth group of participants was presented with a stimulus condition that represented the current industry standard for colorizing X-ray images. Out of 100 volunteers, data were usable for 95 participants who had been randomly assigned to one of five conditions. All participants were exposed to the same screening task. The screening task required participants to view 153 X-ray images in random order. Of these images, 36 contained a single threat item (knife, scissor, gun) among clutter. Analyses of variance revealed significant differences between conditions with respect to detection accuracy. Implications are that high-color contrast improves detection accuracy; specifically with respect to correct rejections, and that this effect on performance can be moderated by psycho-emotional mechanisms. Specifically, the impact of color-contrast was significantly more pronounced under conditions of accordant color combinations. Theoretical underpinnings and applications to other domains are discussed.
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Date Issued: 2005
Identifier: CFE0000345, ucf:52835
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000345

Title: Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education.
Creator: Lee, Shara, Cintron Delgado, Rosa, Laureano Fuentes, Gloria, Boyd, Karen, Okumus, Fevzi, Dressler, Sheri, University of Central Florida
Abstract / Description: Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry....
Show morePresently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
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Date Issued: 2012
Identifier: CFE0004568, ucf:49189
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004568

emotion (14)	+ -
emotions (8)	+ -
affect (5)	+ -
Emotion (4)	+ -
Emotional Intelligence (4)	+ -

emotional (4)	+ -
emotional intelligence (4)	+ -
empathy (4)	+ -
social (4)	+ -
Emotion Regulation (3)	+ -
Emotions (3)	+ -
child maltreatment (3)	+ -
emotion regulation (3)	+ -
gender (3)	+ -
media (3)	+ -
usability (3)	+ -
Affective Computing (2)	+ -
Anxiety (2)	+ -
Cognition (2)	+ -
EBD (2)	+ -
Factor Analysis (2)	+ -
Flow (2)	+ -
Narrative (2)	+ -
Painting (2)	+ -
Phenomenology (2)	+ -
Realism (2)	+ -
Teacher Preparation (2)	+ -
age (2)	+ -
behavioral disorders (2)	+ -
beliefs (2)	+ -

ETD Collection (79)	+ -
Honors Collection (10)	+ -

University of Central Florida (89)	+ -
Sims, Valerie (8)	+ -
Dieker, Lisa (7)	+ -
Renk, Kimberly (7)	+ -
Hines, Rebecca (5)	+ -

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Gill, Michele (3)	+ -
Hancock, Peter (3)	+ -
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