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responses</title> <meta name="description" content="Search results for: emotional responses"> <meta name="keywords" content="emotional responses"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="emotional responses"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3695</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: emotional responses</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3695</span> Automotive Emotions: An Investigation of Their Natures, Frequencies of Occurrence and Causes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlene%20Weber">Marlene Weber</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Giacomin"> Joseph Giacomin</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessio%20Malizia"> Alessio Malizia</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Skrypchuk"> Lee Skrypchuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Voula%20Gkatzidou"> Voula Gkatzidou </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological and sociological developments in the automotive sector are shifting the focus of design towards developing a better understanding of driver needs, desires and emotions. Human centred design methods are being more frequently applied to automotive research, including the use of systems to detect human emotions in real-time. One method for a non-contact measurement of emotion with low intrusiveness is Facial-Expression Analysis (FEA). This paper describes a research study investigating emotional responses of 22 participants in a naturalistic driving environment by applying a multi-method approach. The research explored the possibility to investigate emotional responses and their frequencies during naturalistic driving through real-time FEA. Observational analysis was conducted to assign causes to the collected emotional responses. In total, 730 emotional responses were measured in the collective study time of 440 minutes. Causes were assigned to 92% of the measured emotional responses. This research establishes and validates a methodology for the study of emotions and their causes in the driving environment through which systems and factors causing positive and negative emotional effects can be identified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20computing" title="affective computing">affective computing</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20recognition" title=" emotion recognition"> emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/90955/automotive-emotions-an-investigation-of-their-natures-frequencies-of-occurrence-and-causes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3694</span> One Plus One is More than Two: Why Nurse Recruiters Need to Use Various Multivariate Techniques to Understand the Limitations of the Concept of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Austyn%20Snowden">Austyn Snowden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: To examine the construct validity of the Trait Emotional Intelligence Questionnaire Short form. Background: Emotional intelligence involves the identification and regulation of our own emotions and the emotions of others. It is therefore a potentially useful construct in the investigation of recruitment and retention in nursing and many questionnaires have been constructed to measure it. Design: Secondary analysis of existing dataset of responses to TEIQue-SF using concurrent application of Rasch analysis and confirmatory factor analysis. Method: First year undergraduate nursing and computing students completed Trait Emotional Intelligence Questionnaire-Short Form. Responses were analysed by synthesising results of Rasch analysis and confirmatory factor analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=rasch%20analysis" title=" rasch analysis"> rasch analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=factor%20analysis" title=" factor analysis"> factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20recruiters" title=" nurse recruiters"> nurse recruiters</a> </p> <a href="https://publications.waset.org/abstracts/28174/one-plus-one-is-more-than-two-why-nurse-recruiters-need-to-use-various-multivariate-techniques-to-understand-the-limitations-of-the-concept-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3693</span> A Mixed Method Study Investigating Dyslexia and Students Experiences of Anxiety and Coping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Abbott-Jones">Amanda Abbott-Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult students with dyslexia can receive support for cognitive needs but may also experience anxiety, which is less understood. This study aims to test the hypothesis that dyslexic learners in higher education have a higher prevalence of academic and social anxiety than their non-dyslexic peers and explores wider emotional consequences of studying with dyslexia and the ways that adults with dyslexia cope cognitively and emotionally. A mixed-method approach was used in two stages. Stage one compared survey responses from students with dyslexia (N = 102) and students without dyslexia (N = 72) after completion of an anxiety inventory. Stage two explored the emotional consequences of studying with dyslexia and the types of coping strategies used through semi-structured interviews with 20 dyslexic students. Results revealed a statistically significant effect for academic anxiety but not for social anxiety. Findings for stage two showed that: (1) students’ emotional consequences were characterised by a mixture of negative and positive responses, yet negative responses were more frequent in response to questions about academic tasks than positive responses; (2) participants had less to say on coping emotionally, than coping cognitively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a> </p> <a href="https://publications.waset.org/abstracts/134090/a-mixed-method-study-investigating-dyslexia-and-students-experiences-of-anxiety-and-coping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134090.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3692</span> Medical Student's Responses to Emotional Content in Doctor-Patient Communication: To Explore Differences in Communication Training of Medical Students and Its Impact on Doctor-Patient Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Yun%20Yu%20Law">Stephanie Yun Yu Law</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: This study aims to investigate into communication between trainee doctors and patients, especially how doctor’s reaction to patient’s emotional issues expressed in the consultation affect patient’s satisfaction. Objectives: Thus, there are three aims in this study, 1.) how do trainee doctors react to patients emotional cues in OSCE station? 2.) Any differences in the respond type to emotional cues between first year students and third year students? 3.) Is response type (reducing space) related to OSCE outcome (patient satisfaction and expert rating)? Methods: Fifteen OSCE stations was videotaped, in which 9 were stations with first-year students and 6 were with third-year students. OSCE outcomes were measured by Communication Assessment Tool and Examiners Checklist. Analyses: All patient’s cues/concerns and student’s reaction were coded by Verona Coding Definitions of Emotional Sequence. Descriptive data was gathered from Observer XT and logistic regression (two-level) was carried out to see if occurrence of reducing space response can be predicted by OSCE outcomes. Results: Reducing space responses from all students were slightly less than a half in total responses to patient’s cues. The mean percentage of reducing space behaviours was lower among first year students when compared to third year students. Patient’s satisfaction significantly (p<0.05) and negatively predicted reducing space behaviours. Conclusions: Most of the medical students, to some extent, did not provide adequate responses for patient’s emotional cues. But first year students did provide more space for patients to talk about their emotional issues when compared to third year students. Lastly, patients would feel less satisfied if trainee doctors use more reducing space responses in reaction to patient’s expressed emotional cues/concerns. Practical implications: Firstly, medical training programme can be tailored on teaching students how to detect and respond appropriately to emotional cues in order to improve underperformed student’s communication skills in healthcare setting. Furthermore, trainee doctor’s relationship with patients in clinical practice can also be improved by reacting appropriately to patient’s emotive cues in consultations (such as limit the use of reducing space behaviours). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctors-patients%20communication" title="doctors-patients communication">doctors-patients communication</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20clinical%20psychology" title=" applied clinical psychology"> applied clinical psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20psychology" title=" health psychology"> health psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20professionals" title=" healthcare professionals"> healthcare professionals</a> </p> <a href="https://publications.waset.org/abstracts/60620/medical-students-responses-to-emotional-content-in-doctor-patient-communication-to-explore-differences-in-communication-training-of-medical-students-and-its-impact-on-doctor-patient-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3691</span> Gender Differences in Emotional Intelligence in a Middle Eastern Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20S.%20Aldhafri">Said S. Aldhafri</a>, <a href="https://publications.waset.org/abstracts/search?q=Marwa%20N.%20Alrajhi"> Marwa N. Alrajhi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines gender differences in emotional intelligence levels in the Sultanate of Oman, an Arabic country in the Middle East. As a collective culture, the Omani culture rears children differently based on the Islamic beliefs and the Arabic culture. Gender differences across the different dimensions of emotional intelligence are possible within this collective culture. Emotional intelligences reflect the ability to understand and act upon one’s and others’ emotions. The sample of the study consisted of 338 (50.6% were females) adults from different regions in Oman. The participants completed a 25-item emotional intelligence scale, using 5-point Likert type responses. The results showed that the total scores of the scale as well as the scores from the five dimensions (self management, self motivation, social skills, empathy, and self-awareness) all have good reliability coefficients. Using independent sample t-tests, the findings show that female adults scored higher than male adults. The differences were all statistically significant across the five dimensions of emotional intelligence. The findings are discussed from a cultural perspective and applications for the development of emotional intelligence skills are outlined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab" title=" Arab"> Arab</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/26999/gender-differences-in-emotional-intelligence-in-a-middle-eastern-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3690</span> Emotional Analysis for Text Search Queries on Internet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Garc%C3%ADa%20L%C3%B3pez">Gemma García López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this study is to analyze if search queries carried out in search engines such as Google, can offer emotional information about the user that performs them. Knowing the emotional state in which the Internet user is located can be a key to achieve the maximum personalization of content and the detection of worrying behaviors. For this, two studies were carried out using tools with advanced natural language processing techniques. The first study determines if a query can be classified as positive, negative or neutral, while the second study extracts emotional content from words and applies the categorical and dimensional models for the representation of emotions. In addition, we use search queries in Spanish and English to establish similarities and differences between two languages. The results revealed that text search queries performed by users on the Internet can be classified emotionally. This allows us to better understand the emotional state of the user at the time of the search, which could involve adapting the technology and personalizing the responses to different emotional states. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20classification" title="emotion classification">emotion classification</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20search%20queries" title=" text search queries"> text search queries</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20analysis" title=" emotional analysis"> emotional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis%20in%20text" title=" sentiment analysis in text"> sentiment analysis in text</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/98327/emotional-analysis-for-text-search-queries-on-internet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3689</span> Freedom and Resentment in Plato’s Phaedo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chad%20Van%20Schoelandt">Chad Van Schoelandt</a>, <a href="https://publications.waset.org/abstracts/search?q=Chara%20Kokkiou"> Chara Kokkiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses Socrates’ fundamental views of morality and freedom in Plato’s Phaedo through examining the fittingness of resentment and related emotional responses. In different parts of the dialogue there seems to be two kinds of emotional justification, which seem to explain different types of appeal that Socrates makes in order to defend his own emotional responses and make recommendations to others. The upshot of this paper is to bring out the connection between different emotional responses and beliefs. In particular, it focuses on the unfittingness of the Strawsonian resentment. If one, taking a rationalistic approach, agrees that some emotions, such as resentment, have a cognitive or belief-like component, then people reacting differently to the same situation suggests differences in their judgments and beliefs. However, at times, including in Socrates’s direction to his friends in the Phaedo, emotions are justified by pragmatic appeal, independent of the beliefs associated with the emotion. In any case, there are both fittingness-based and pragmatic factors that determine and condition the warrant of an emotional response. Overall, an emotion is fitting when the agent’s beliefs indicate that the conditions of appropriatedness are met. Socrates views resentment and sorrow as unfitting due to the mismatch with his own moral beliefs and his teaching to others. At the same time, Socrates argues that his friends’ expression of sorrow at his last moments is unseemly because it is not included in the widely accepted social practices, though the emotion itself is not necessarily unfitting. Socrates’s unexpected emotional response to his death, namely his lack of resentment and sorrow, implies a different belief system and indicates his students’ lack of understanding of the actual implications of his views. Thus, the paper will bring out how complicated Socrates’s ideas were even for people who had a sustained engagement with his ideas. Overall, the paper will illuminate how these two parties (Socrates – friends) view different moral duties, namely the individual duty to philosophy, which signifies a meaningful life, and the civic duty to obey the law, which signals Socrates’ death. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emotions" title="Emotions">Emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=freedom" title=" freedom"> freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a>, <a href="https://publications.waset.org/abstracts/search?q=Plato" title=" Plato"> Plato</a> </p> <a href="https://publications.waset.org/abstracts/162193/freedom-and-resentment-in-platos-phaedo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3688</span> An Investigation into the Correlation between Music Preferences and Emotional Regulation in Military Cadets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chiu-Pin%20Wei">Chiu-Pin Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to explore the impact of music preferences on the emotional well-being of military academy students, recognizing the potential long-term implications for their high-stress careers post-graduation. Given the significance of positive emotion regulation in military personnel, this study focuses on understanding the types of music preferred by military cadets and analyzing how these preferences correlate with their emotional states. The study employs a quantitative approach, utilizing the Music Category Scale and Mood Scale to collect data. Statistical tools, such as Statistical Product and Service Solutions (SPSS), are employed for inferential analysis, including t-tests for emotional responses to instrumental and vocal music, one-way variance analysis for different demographic factors (grades, genders, and music listening frequencies), and Pearson's correlation to examine the relationship between music preferences and moods of military students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20preference" title="music preference">music preference</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20academic%20students" title=" military academic students"> military academic students</a>, <a href="https://publications.waset.org/abstracts/search?q=SPASS" title=" SPASS"> SPASS</a> </p> <a href="https://publications.waset.org/abstracts/176500/an-investigation-into-the-correlation-between-music-preferences-and-emotional-regulation-in-military-cadets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3687</span> A Literature Review of Emotional Labor and Emotional Labor Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeong-Gyeong%20Choi">Yeong-Gyeong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoung-Seok%20Kim"> Kyoung-Seok Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, literature review research, intends to deal with the problem of conceptual ambiguity among research on emotional labor, and to look into the evolutionary trends and changing aspects of defining the concept of emotional labor. For this, it gropes for methods for reducing conceptual ambiguity. Further, it arranges the concept of emotional labor; and examines and reviews comparatively the currents of the existing studies and looks for the characteristics and correlations of their classification criteria. That is, this study intends to arrange systematically and examine theories on emotional labor suggested hitherto, and suggest a future direction of research on emotional labor on the basis thereof. In addition, it attempts to look for positive aspects of the results of emotional labor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20labor" title="emotion labor">emotion labor</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions%20of%20emotional%20labor" title=" dimensions of emotional labor"> dimensions of emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20acting" title=" surface acting"> surface acting</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20acting" title=" deep acting"> deep acting</a> </p> <a href="https://publications.waset.org/abstracts/35129/a-literature-review-of-emotional-labor-and-emotional-labor-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3686</span> Analysis of Teachers' Self Efficacy in Terms of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Yilmaz">Ercan Yilmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Murat%20S%C3%BCnb%C3%BCl"> Ali Murat Sünbül</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to investigate teachers’ self-efficacy with regards to their emotional intelligence. The relational model was used in the study. The participant of the study included 194 teachers from secondary schools in Konya, Turkey. In order to assess teachers’ emotional intelligence, “Trait Emotional Intelligence Questionnaire-short Form was implemented. For teachers’ self-efficacy, “Teachers’ Sense of Self-Efficacy Scale” was used. As a result of the study, a significant relationship is available between teachers’ sense of self-efficacy and their emotional intelligence. Teachers’ emotional intelligence enucleates approximate eighteen percent of the variable in dimension named teachers’ self-efficacy for the students’ involvement. About nineteen percent of the variable in dimension “self-efficacy for teaching strategies is represented through emotional intelligence. Teachers’ emotional intelligence demonstrates about seventeen percent of variable aimed at classroom management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/43587/analysis-of-teachers-self-efficacy-in-terms-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3685</span> The Role of Family’s Emotional Climate and Emotional Expression Style in Academic Well-Being of Students with Military Parent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%20Rakhshandeh">Ala Rakhshandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Ashkar"> Zahra Ashkar</a>, <a href="https://publications.waset.org/abstracts/search?q=Solmaz%20Dehghani%20Dolatabadi"> Solmaz Dehghani Dolatabadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bayat"> Hossein Bayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study has been conducted to investigate the role of family emotional climate and emotional expression style in the academic well-being of students with military parents. Children, including 280 female students of Shahriar police officers, were selected by random sampling method, and they have been investigated through Alfred B. Hillburn's family emotional climate questionnaire (1964), King and Ammon's emotional expression questionnaire (1990), and Pitrinen, Sweeney, and Falto's academic well-being questionnaire (2014). The data were analyzed using statistical methods of correlation coefficient and stepwise multiple regression under the SPSS23 program. The results reveal that the variables of family emotional climate and emotional expression can explain 36.4% of the variance in academic well-being. This finding reveals that with an increase of standard deviation on the scores of family emotional climate and emotional expression, 0.513 and 0.155 standard deviations are added to the scores of academic well-being, respectively. The emotional climate of the family has a superior distinctive role in predicting the educational well-being of female students. Thus, the emotional climate of the family and the style of emotional expression play a meaningful role in the academic well-being of students with the military parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20climate" title="emotional climate">emotional climate</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20expression%20style" title=" emotional expression style"> emotional expression style</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20well-being" title=" academic well-being"> academic well-being</a> </p> <a href="https://publications.waset.org/abstracts/154692/the-role-of-familys-emotional-climate-and-emotional-expression-style-in-academic-well-being-of-students-with-military-parent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3684</span> Emotional and Physiological Reaction While Listening the Speech of Adults Who Stutter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xharavina%20V.">Xharavina V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Gallopeni%20F."> Gallopeni F.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmeti%20K."> Ahmeti K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stuttered speech is filled with intermittent sound prolongations and/or rapid part word repetitions. Oftentimes, these aberrant acoustic behaviors are associated with intermittent physical tension and struggle behaviors such as head jerks, arm jerks, finger tapping, excessive eye-blinks, etc. Additionally, the jarring nature of acoustic and physical manifestations that often accompanies moderate-severe stuttering may induce negative emotional responses in listeners, which alters communication between the person who stutters and their listeners. However, researches for the influence of negative emotions in the communication and for physical reaction are limited. Therefore, to compare psycho-physiological responses of fluent adults, while listening the speech of adults who speak fluency and adults who stutter, are necessary. This study comprises the experimental method, with total of 104 participants (average age-20 years old, SD=2.1), divided into 3 groups. All participants self-reported no impairments in speech, language, or hearing. Exploring the responses of the participants, there were used two records speeches; a voice who speaks fluently and the voice who stutters. Heartbeats and the pulse were measured by the digital blood pressure monitor called 'Tensoval', as a physiological response to the fluent and stuttering sample. Meanwhile, the emotional responses of participants were measured by the self-reporting questionnaire (Steenbarger, 2001). Results showed an increase in heartbeats during the stuttering speech compared with the fluent sample (p < 0.5). The listeners also self-reported themselves as more alive, unhappy, nervous, repulsive, sad, tense, distracted and upset when listening the stuttering words versus the words of the fluent adult (where it was reported to experience positive emotions). These data support the notions that speech with stuttering can bring a psycho-physical reaction to the listeners. Speech pathologists should be aware that listeners show intolerable physiological reactions to stuttering that remain visible over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional" title="emotional">emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological" title=" physiological"> physiological</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering"> stuttering</a>, <a href="https://publications.waset.org/abstracts/search?q=fluent%20speech" title=" fluent speech"> fluent speech</a> </p> <a href="https://publications.waset.org/abstracts/99557/emotional-and-physiological-reaction-while-listening-the-speech-of-adults-who-stutter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3683</span> Components of Emotional Intelligence in Iranian Entrepreneurs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Noori">Farzaneh Noori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurs face different sort of difficulties especially with customers, organizations and employees. Emotional intelligence which is the ability to understand and control the emotions is an important factor to help entrepreneurs end up challenges to the result they prefer. Thus, it is assumed that entrepreneurs especially those who have passed the first challenging years of starting a new business, have high emotional intelligence. In this study the Iranian established entrepreneurs have been surveyed. According to Iran Gem 2014 report the percentage of established entrepreneur in Iran is 10.92%. So by using Cochran sample formula (1%) 96 Iranian established entrepreneurs have been selected and Emotional intelligence appraisal questionnaire distributed to them. The SPSS19 result shows high emotional intelligence in Iranian established entrepreneurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20appraisal%20questionnaire" title=" emotional intelligence appraisal questionnaire"> emotional intelligence appraisal questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/31352/components-of-emotional-intelligence-in-iranian-entrepreneurs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3682</span> Employee Aggression, Labeling and Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martin%20Popescu%20D.%20Dana%20Maria">Martin Popescu D. Dana Maria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of this research are to broaden the study on the relationship between emotional intelligence and counterproductive work behavior (CWB). The study sample consisted in 441 Romanian employees from companies all over the country. Data has been collected through web surveys and processed with SPSS. The results indicated an average correlation between the two constructs and their sub variables, employees with a high level of emotional intelligence tend to be less aggressive. In addition, labeling was considered an individual difference which has the power to influence the level of employee aggression. A regression model was used to underline the importance of emotional intelligence together with labeling as predictors of CWB. Results have shown that this regression model enforces the assumption that labeling and emotional intelligence, taken together, predict CWB. Employees, who label themselves as victims and have a low degree of emotional intelligence, have a higher level of CWB. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggression" title="aggression">aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=CWB" title=" CWB"> CWB</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=labeling" title=" labeling"> labeling</a> </p> <a href="https://publications.waset.org/abstracts/11785/employee-aggression-labeling-and-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3681</span> 'You Block Yourself from the Emotion': A Qualitative Inquiry into Teacher's Use of Discordant Emotional Labor Strategies in Student Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Levy">Michal Levy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the emotional impact students' misbehavior and aggression has on teacher's emotional wellbeing, teachers frequently use suppressive strategies in the classroom, which maintain a discordance between felt and expressed emotions. The current study sought to gain a deeper insight into teachers' utilization of discordant emotional labor strategies (i.e., expressive suppression, surface acting and emotional dissonance) and their motives to using these strategies in student aggression. A qualitative study was conducted on 16 special education Jewish Israeli teachers. Thematic analysis of the in-depth semi-structured interviews revealed novice teachers were inclined to use expressive suppression, while experienced teachers used emotional dissonance. The teacher's motives for using discordant emotional labor strategies included both instrumental and hedonic goals. Implications for policymakers and professionals in practice are discussed to improve teachers' emotional wellbeing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discordant%20strategies" title="discordant strategies">discordant strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labor" title=" emotional labor"> emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20aggression" title=" student aggression"> student aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/138520/you-block-yourself-from-the-emotion-a-qualitative-inquiry-into-teachers-use-of-discordant-emotional-labor-strategies-in-student-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3680</span> A Challenge of the 3ʳᵈ Millenium: The Emotional Intelligence Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Florentina%20Hahaianu">Florentina Hahaianu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Negrescu"> Mihaela Negrescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of the positive and negative effects of technology use and abuse in Generation Z comes as a necessity in order to understand their ever-changing emotional development needs. The article quantitatively analyzes the findings of a sociological questionnaire on a group of students in social sciences. It aimed to identify the changes generated by the use of digital resources in the emotional intelligence development. Among the outcomes of our study we include a predilection for IT related activities – be they social, learning, entertainment, etc. which undermines the manifestation of emotional intelligence, especially the reluctance to face-to-face interaction. In this context, the issue of emotional intelligence development comes into focus as a solution to compensate for the undesirable effects that contact with technology has on this generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20resources" title="digital resources">digital resources</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20Z" title=" generation Z"> generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/92373/a-challenge-of-the-3-millenium-the-emotional-intelligence-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3679</span> The Role of Emotional Intelligence on Job Performance and Job Satisfaction: An Empirical Investigation of the Jordanian Universities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfalah%20Tasneem">Alfalah Tasneem</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdallah%20Bataineh"> Abdallah Bataineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Falah%20Jannat"> Falah Jannat</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfalah%20Salsabeel"> Alfalah Salsabeel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term emotional intelligence has been unnoticed by a number of scholars in the early 1990s, which was then a major factor that many business managers became interested in understanding its meaning, functions and how it could be integrated in their business life, emotional intelligence is very important for the top managers, to operate in emotionally intelligence way to meet the needs of their employees. Speaking of emotional intelligence success is influenced by personal qualities such as self-awareness, motivation, empathy and relationship skills. The aim of this research is to critically evaluate the potential contribution of emotional intelligence for the Jordanian universities on the level of job satisfaction and the performance of faculty as well as its positive impact on the educational standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/48079/the-role-of-emotional-intelligence-on-job-performance-and-job-satisfaction-an-empirical-investigation-of-the-jordanian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3678</span> Affectness of Emotional Intelligence on Employee Profesionalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanisa%20Damayanti%20Yuningsih">Vanisa Damayanti Yuningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employee professionalism is certainly the hope for every company to create a good working environment. Emotional intelligence is one of the factors that determine the success of professionalism, for, in emotional intelligence, an employee can control his ego and can understand and understand his coworkers and thus create a dynamic environment in which to work. Each employee is encouraged to have professionalism in order to optimize his resources. This professionalism is shown by employees being able to do their work and taking responsibility in their profession by involving controlled feelings and emotions. The problem which is drawn from this research is how emotional intelligence can affect the professional attitudes of employees. The purpose of this research is to find out how far emotional intelligence goes in the professional manner of employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionalism" title="professionalism">professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20environment" title=" work environment"> work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=company" title=" company"> company</a> </p> <a href="https://publications.waset.org/abstracts/145394/affectness-of-emotional-intelligence-on-employee-profesionalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3677</span> Using a Phenomenological Approach to Explore the Experiences of Nursing Students in Coping with Their Emotional Responses in Caring for End-Of-Life Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yun%20Chan%20Lee">Yun Chan Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: End-of-life care is a large area of all nursing practice and student nurses are likely to meet dying patients in many placement areas. It is therefore important to understand the emotional responses and coping strategies of student nurses in order for nursing education systems to have some appreciation of how nursing students might be supported in the future. Methodology: This research used a qualitative phenomenological approach. Six student nurses understanding a degree-level adult nursing course were interviewed. Their responses to questions were analyzed using interpretative phenomenological analysis. Finding: The findings identified 3 main themes. First, the common experience of ‘unpreparedness’. A very small number of participants felt that this was unavoidable and that ‘no preparation is possible’, the majority felt that they were unprepared because of ‘insufficient input’ from the university and as a result of wider ‘social taboos’ around death and dying. The second theme showed that emotions were affected by ‘the personal connection to the patient’ and the important sub-themes of ‘the evoking of memories’, ‘involvement in care’ and ‘sense of responsibility’. The third theme, the coping strategies used by students, seemed to fall into two broad areas those ‘internal’ with the student and those ‘external’. In terms of the internal coping strategies, ‘detachment’, ‘faith’, ‘rationalization’ and ‘reflective skills’ are the important components of this part. Regarding the external coping strategies, ‘clinical staff’ and ‘the importance of family and friends’ are the importance of accessing external forms of support. Implication: It is clear that student nurses are affected emotionally by caring for dying patients and many of them have apprehension even before they begin on their placements but very often this is unspoken. Those anxieties before the placement become more pronounced during and continue after the placements. This has implications for when support is offered and possibly its duration. Another significant point of the study is that participants often highlighted their wish to speak to qualified nurses after their experiences of being involved in end-of-life care and especially when they had been present at the time of death. Many of the students spoke that qualified nurses were not available to them. This seemed to be due to a number of reasons. Because the qualified nurses were not available, students had to make use of family members and friends to talk to. Consequently, the implication of this study is not only to educate student nurses but also to educate the qualified mentors on the importance of providing emotional support to students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title="nursing students">nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title=" coping strategies"> coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=end-of-life%20care" title=" end-of-life care"> end-of-life care</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20responses" title=" emotional responses"> emotional responses</a> </p> <a href="https://publications.waset.org/abstracts/96925/using-a-phenomenological-approach-to-explore-the-experiences-of-nursing-students-in-coping-with-their-emotional-responses-in-caring-for-end-of-life-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3676</span> Impact of Perceived Stress on Psychological Well-Being, Aggression and Emotional Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nishtha%20Batra">Nishtha Batra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to identify the effect of perceived stress on emotional regulation, aggression and psychological well-being. Analysis was conducted using correlational and regression models to examine the relationships between perceived stress (independent variable) and psychological factors containing emotional intelligence, psychological well-being and aggression. Subjects N=100, Male students 50 and Female students 50. The data was collected using Cohen's Perceived Stress Scale, Gross’s Emotional Regulation Questionnaire (ERQ), Ryff’s Psychological Well-being scale and Orispina’s aggression scale. Correlation and regression (SPSS version 22) Emotional regulation and psychological well-being had a significant relationship with Perceived stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title="perceived stress">perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/191017/impact-of-perceived-stress-on-psychological-well-being-aggression-and-emotional-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3675</span> Gratitude, Forgiveness and Relationship Satisfaction in Dating College Students: A Parallel Multiple Mediator Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qinglu%20Wu">Qinglu Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Wai-Man%20Choi"> Anna Wai-Man Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Peilian%20Chi"> Peilian Chi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gratitude is one individual strength that not only facilitates the mental health, but also fosters the relationship satisfaction in the romantic relationship. In terms of moral effect theory and stress-and-coping theory of forgiveness, present study not only investigated the association between grateful disposition and relationship satisfaction, but also explored the mechanism by comprehensively examining the potential mediating roles of three profiles of forgiveness (trait forgivingness, decisional forgiveness, emotional forgiveness), another character strength that highly related to the gratitude and relationship satisfaction. Structural equation modeling was used to conduct the multiple mediator model with a sample of 103 Chinese college students in dating relationship (39 male students and 64 female students, Mage = 19.41, SD = 1.34). Findings displayed that both gratitude and relationship satisfaction positively correlated with decisional forgiveness and emotional forgiveness. Emotional forgiveness was the only mediator, and it completely mediated the relationship between gratitude and relationship satisfaction. Gratitude was helpful in enhancing individuals’ perception of satisfaction in romantic relationship through replacing negative emotions toward partners with positive ones after transgression in daily life. It highlighted the function of emotional forgiveness in personal healing and peaceful state, which is important to the perception of satisfaction in relationship. Findings not only suggested gratitude could provide a stability for forgiveness, but also the mechanism of prosocial responses or positive psychological processes on relationship satisfaction. The significant roles of gratitude and emotional forgiveness could be emphasized in the intervention working on the romantic relationship development or reconciliation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decisional%20forgiveness" title="decisional forgiveness">decisional forgiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20forgiveness" title=" emotional forgiveness"> emotional forgiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=gratitude" title=" gratitude"> gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20satisfaction" title=" relationship satisfaction"> relationship satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=trait%20forgivingness" title=" trait forgivingness"> trait forgivingness</a> </p> <a href="https://publications.waset.org/abstracts/75384/gratitude-forgiveness-and-relationship-satisfaction-in-dating-college-students-a-parallel-multiple-mediator-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3674</span> Reimagining Writing as a Healing Art: A Case Study on Emotional Intelligence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shawnrece%20Campbell">Shawnrece Campbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional intelligence as an essential job skill is growing in popularity among human resource professionals and hiring managers. Companies value those who have high emotional intelligence because of their personal competences (self-awareness, self-regulation, motivation) and social competences (empathy, social skills). In implementing any training system to teach emotional intelligence, the best methodologies for acquiring and/or improving these competences should be taken into consideration. This study focuses on how students perceived the art of writing as a tool for self-improvement. During this session, participants will engage in a brief activity designed to help students develop emotional intelligence. As a part of the discussion, participants will learn the results of a junior-level literary seminar conducted to better understand students’ thoughts and views about the effectiveness of writing as a tool for emotional healing. An analysis of qualitative textual data is presented. The outcomes indicated that students found using writing as a tool for emotional intelligence development as highly effective. The findings also revealed that students have positive perceptions of using writing as a self-healing art that leads to increased emotional intelligence and believe that writing courses of this nature enhance students’ appreciation of the value of the liberal arts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20quotient" title="emotional intelligence quotient">emotional intelligence quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=healing" title=" healing"> healing</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/90204/reimagining-writing-as-a-healing-art-a-case-study-on-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3673</span> Implicit and Explicit Mechanisms of Emotional Contagion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andres%20Pinilla%20Palacios">Andres Pinilla Palacios</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Tamayo"> Ricardo Tamayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional contagion is characterized as an automatic tendency to synchronize behaviors that facilitate emotional convergence among humans. It might thus play a pivotal role to understand the dynamics of key social interactions. However, a few research has investigated its potential mechanisms. We suggest two complementary but independent processes that may underlie emotional contagion. The efficient contagion hypothesis, based on fast and implicit bottom-up processes, modulated by familiarity and spread of activation in the emotional associative networks of memory. Secondly, the emotional contrast hypothesis, based on slow and explicit top-down processes guided by deliberated appraisal and hypothesis-testing. In order to assess these two hypotheses, an experiment with 39 participants was conducted. In the first phase, participants were induced (between-groups) to an emotional state (positive, neutral or negative) using a standardized video taken from the FilmStim database. In the second phase, participants classified and rated (within-subject) the emotional state of 15 faces (5 for each emotional state) taken from the POFA database. In the third phase, all participants were returned to a baseline emotional state using the same neutral video used in the first phase. In a fourth phase, participants classified and rated a new set of 15 faces. The accuracy in the identification and rating of emotions was partially explained by the efficient contagion hypothesis, but the speed with which these judgments were made was partially explained by the emotional contrast hypothesis. However, results are ambiguous, so a follow-up experiment is proposed in which emotional expressions and activation of the sympathetic system will be measured using EMG and EDA respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electromyography" title="electromyography">electromyography</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20contagion" title=" emotional contagion"> emotional contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20valence" title=" emotional valence"> emotional valence</a>, <a href="https://publications.waset.org/abstracts/search?q=identification%20of%20emotions" title=" identification of emotions"> identification of emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=imitation" title=" imitation"> imitation</a> </p> <a href="https://publications.waset.org/abstracts/66671/implicit-and-explicit-mechanisms-of-emotional-contagion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3672</span> The Role of Context in Interpreting Emotional Body Language in Robots</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jekaterina%20Novikova">Jekaterina Novikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Leon%20Watts"> Leon Watts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the emerging world of human-robot interaction, people and robots will interact socially in real-world situations. This paper presents the results of an experimental study probing the interaction between situational context and emotional body language in robots. 34 people rated video clips of robots performing expressive behaviours in different situational contexts both for emotional expressivity on Valence-Arousal-Dominance dimensions and by selecting a specific emotional term from a list of suggestions. Results showed that a contextual information enhanced a recognition of emotional body language of a robot, although it did not override emotional signals provided by robot expressions. Results are discussed in terms of design guidelines on how an emotional body language of a robot can be used by roboticists developing social robots. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20robotics" title="social robotics">social robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20communication" title=" non-verbal communication"> non-verbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20context" title=" situational context"> situational context</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20emotions" title=" artificial emotions"> artificial emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20language" title=" body language"> body language</a> </p> <a href="https://publications.waset.org/abstracts/20696/the-role-of-context-in-interpreting-emotional-body-language-in-robots" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3671</span> Emotional Security in Relation to Students' Emotional Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mahmoud%20Mohammed%20Sultan">Ibtisam Mahmoud Mohammed Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aimed to identify the level of both emotional and emotional competence among students in Tikrit University aimed to know the assumptions in statistical significance for both variables as gender variables (m-f) and specialty (scientific-humanistic), as research to learn what Relationship between emotional safety and efficiency alanfaalet Tikrit University students. The researcher built emotional security measure (54) as built measure emotional competence (46), as the researcher extract full alsaykomtrih characteristics of both scales. The research sample consisted of (600) students selected by the random way and applying the scales on a basic search sample and processed statistical data using a variety of methods, including statistical test (test T.) and Pearson correlation coefficient, the researcher found a set of results. The following: 1. that the Tikrit University students possess a high level of emotional security. 2. to safely enjoy passionate males more than females. 3. that there is no difference between students of scientific and humanitarian specialization in variable emotional security. 4. that the Tikrit University students enjoy a high level of emotional competence. 5. the female-male outperforming in emotional competence level. 6. the humanitarian specialization students Excel in emotional competence for those of specialty. 7. the existence of a positive correlation between variables. Through search results, the researcher has developed a set of conclusions, proposals, and recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relation" title="relation">relation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20security" title=" emotional security"> emotional security</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/144874/emotional-security-in-relation-to-students-emotional-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3670</span> The Role of Arousal in Time Perception: Implications for Emotional Driving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ewa%20Siedlecka">Ewa Siedlecka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional stress is an important risk factor in the rate and severity of traffic accidents. Moreover, incorrect time perception is implicated in the increase of traffic violations, such as running red lights or collisions. While the role of emotional arousal on perceived time is well-established, the role of physiological arousal in time perception remains unexamined. Specific emotions can be, however, associated with distinct physiological responses. In the current research, two studies examined the role of physiological arousal in time perception. In the first experiment, 41 participants engaged in a cold pressor task and had their time perception measured throughout the experiment. In the second study, 138 participants engaged in either isometric or deep breathing exercises. These activities were designed to simulate the sympathetic and parasympathetic nervous systems, respectively. Participants completed a bisection task to measure time perception in both studies, as well as a physiological response via an Electrocardiography (ECG). Results found that activation of the parasympathetic nervous system is associated with greater time perception. These findings are discussed with reference to models of time perception, as well as implications for emotional driving and misperceptions of speed. It is important to consider the role of physiology in the misperception of time, as these factors can lead to increases in driving accidents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=nervous%20system" title=" nervous system"> nervous system</a>, <a href="https://publications.waset.org/abstracts/search?q=physiology" title=" physiology"> physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20perception" title=" time perception"> time perception</a> </p> <a href="https://publications.waset.org/abstracts/91883/the-role-of-arousal-in-time-perception-implications-for-emotional-driving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3669</span> Optimism and Entrepreneurial Intentions: The Mediating Role of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neta%20Kela%20Madar">Neta Kela Madar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tali%20Teeni-Harari"> Tali Teeni-Harari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamar%20Icekson"> Tamar Icekson</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaron%20Sela"> Yaron Sela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes and empirically tests a theoretical model positing relationships between dispositional optimism, emotional intelligence, and entrepreneurial intention. To author's best knowledge, this study examined for the first time the role of dispositional optimism together with emotional intelligence as predictors of entrepreneurial intentions. The study findings suggest that optimism may increase entrepreneurial intentions indirectly by enhancing emotional intelligence/ model formulation is based on a random survey of students (N= 227). Model parameter estimation was supported by Structural Equation Modeling (SEM). Results indicate that students’ optimism and emotional intelligence are associated with increased levels of entrepreneurial intention. Additionally, the present study argues that emotional intelligence mediates the positive relationship between optimism and entrepreneurial intention. Theoretical and practical implications of this model are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intentions" title="entrepreneurial intentions">entrepreneurial intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositional%20optimism" title=" dispositional optimism"> dispositional optimism</a> </p> <a href="https://publications.waset.org/abstracts/104018/optimism-and-entrepreneurial-intentions-the-mediating-role-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3668</span> Turkish College Students’ Attitudes towards Emotional Abuse in Romantic Relationships from a Gender Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uhde%20Serenay%20Sunay">Uhde Serenay Sunay</a>, <a href="https://publications.waset.org/abstracts/search?q=Alev%20Yal%C3%A7%C4%B1nkaya"> Alev Yalçınkaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional abuse is one of the most challenging forms of violence to define, and many individuals often unknowingly experience emotional abuse. Existing literature has found that individuals who have experienced psychological abuse tend to suffer from depression, low self-esteem, a decreased sense of autonomy, fear, and an increased risk of suicide. Current research indicates that physical abuse in romantic relationships is often accompanied by emotional abuse, supporting the idea that identifying emotional abuse is an essential factor in romantic relationships. On the other hand, studies on emotional abuse between partners in romantic relationships are limited. This study investigated attitudes towards emotional abuse among Turkish university students. Gender differences were investigated.Additionally, the study examined whether the degree of emotional abuse was related to attitudes towards emotional abuse. A total of 243 university students participated in the research, with 156 female and 87 male participants. Participants' attitudes toward emotional abuse were measured using the Turkish adaptation of Follingstad Psychological Aggression Scale and hypothetical scenarios created by the researchers. The results revealed that attitudes of women and men vary significantly in attack looks/sexuality, fidelity, gender roles, and jealousy subscales of Follingstad Psychological Aggression Scale. Furthermore, attitudes towards moderate-level and severe-level emotional abuse exhibit statistically significant variability by gender, while attitudes towards mild-level emotional abuse do not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20abuse" title="emotional abuse">emotional abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20culture" title=" Turkish culture"> Turkish culture</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/173738/turkish-college-students-attitudes-towards-emotional-abuse-in-romantic-relationships-from-a-gender-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3667</span> A Study of Emotional Intelligence and Perceived Stress among First and Second Year Medical Students in South India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitin%20Joseph">Nitin Joseph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: This study was done to assess emotional intelligence levels and to find out its association with socio demographic variables and perceived stress among medical students. Material and Methods: This study was done among first and second year medical students. Data was collected using a self-administered questionnaire. Results: Emotional intelligence scores was found to significantly increase with age of the participants (F=2.377, P < 0.05). Perceived stress was found to be significantly more among first year (t=1.997, P=0.05). Perceived stress was found to significantly decrease with increasing emotional intelligence scores (r = – 0.226, P < 0.001). Conclusion: First year students were found to be more vulnerable to stress than their seniors probably due to lesser emotional intelligence. As both these parameters are related, ample measures to improve emotional intelligence needs to be supported in the training curriculum of beginners so as to make them more stress free during early student life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title=" perceived stress"> perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=socio%20demographic%20variables" title=" socio demographic variables"> socio demographic variables</a> </p> <a href="https://publications.waset.org/abstracts/4102/a-study-of-emotional-intelligence-and-perceived-stress-among-first-and-second-year-medical-students-in-south-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3666</span> A Real Time Set Up for Retrieval of Emotional States from Human Neural Responses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashima%20Mahajan">Rashima Mahajan</a>, <a href="https://publications.waset.org/abstracts/search?q=Dipali%20Bansal"> Dipali Bansal</a>, <a href="https://publications.waset.org/abstracts/search?q=Shweta%20Singh"> Shweta Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Real time non-invasive Brain Computer Interfaces have a significant progressive role in restoring or maintaining a quality life for medically challenged people. This manuscript provides a comprehensive review of emerging research in the field of cognitive/affective computing in context of human neural responses. The perspectives of different emotion assessment modalities like face expressions, speech, text, gestures, and human physiological responses have also been discussed. Focus has been paid to explore the ability of EEG (Electroencephalogram) signals to portray thoughts, feelings, and unspoken words. An automated workflow-based protocol to design an EEG-based real time Brain Computer Interface system for analysis and classification of human emotions elicited by external audio/visual stimuli has been proposed. The front end hardware includes a cost effective and portable Emotive EEG Neuroheadset unit, a personal computer and a set of external stimulators. Primary signal analysis and processing of real time acquired EEG shall be performed using MATLAB based advanced brain mapping toolbox EEGLab/BCILab. This shall be followed by the development of MATLAB based self-defined algorithm to capture and characterize temporal and spectral variations in EEG under emotional stimulations. The extracted hybrid feature set shall be used to classify emotional states using artificial intelligence tools like Artificial Neural Network. The final system would result in an inexpensive, portable and more intuitive Brain Computer Interface in real time scenario to control prosthetic devices by translating different brain states into operative control signals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20computer%20interface" title="brain computer interface">brain computer interface</a>, <a href="https://publications.waset.org/abstracts/search?q=electroencephalogram" title=" electroencephalogram"> electroencephalogram</a>, <a href="https://publications.waset.org/abstracts/search?q=EEGLab" title=" EEGLab"> EEGLab</a>, <a href="https://publications.waset.org/abstracts/search?q=BCILab" title=" BCILab"> BCILab</a>, <a href="https://publications.waset.org/abstracts/search?q=emotive" title=" emotive"> emotive</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20features" title=" interval features"> interval features</a>, <a href="https://publications.waset.org/abstracts/search?q=spectral%20features" title=" spectral features"> spectral features</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=control%20applications" title=" control applications"> control applications</a> </p> <a href="https://publications.waset.org/abstracts/6428/a-real-time-set-up-for-retrieval-of-emotional-states-from-human-neural-responses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6428.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <ul 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