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map</title> <meta name="description" content="Search results for: affective map"> <meta name="keywords" content="affective map"> <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 navbar-toggler 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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="affective map"> <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> 296</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: affective map</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">296</span> Ethical Leadership Mediates Subordinates’ Likeness for Leader and Affective Commitment to Squads among Police Cadets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odunayo%20O.%20Oluwafemi">Odunayo O. Oluwafemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentine%20A.%20Mebu"> Valentine A. Mebu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a blur as to whether subordinates’ sheer fondness for a leader or the ethical behaviours demonstrated by such a leader is what engenders subordinates’ affective commitment to the group. This study aimed to depict and clarify that perceived ethical leadership by subordinates outweighs their likeness for a leader in determining their level of affective commitment to the group using a sample of police cadets. Subordinate cadets were asked to rate the ethical leadership behaviours displayed by their cadet Leaders; their likeness for their leaders and also rate their own affective commitment to their squads (N = 252, Mean Age = 22.70, Age range = 17 to 29 years, SD = 2.264, 75% males). A mediation analysis was conducted to test hypotheses. Results showed that there was a significant indirect effect between likeness for leaders and affective commitment through ethical leadership behaviour (b = .734, 95% BCa CI [.413, 1.146], p = .000); and a nonsignificant direct effect between likeness for leader and subordinates’ affective commitment (b = .526, 95% BCa CI [-.106, 1.157], p = .10), this indicated a full mediation. The results strongly suggested that the positive relationship between subordinates’ likeness for their leaders and their affective commitment to the squad is produced by perceived leaders’ ethical behaviours. Therefore, leaders should exhibit and prioritize ethical behaviours over the need to be liked by their subordinates to guarantee their affective commitment to group goals and aspirations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20commitment" title="affective commitment">affective commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20leadership" title=" ethical leadership"> ethical leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leader%20cadets" title=" leader cadets"> leader cadets</a>, <a href="https://publications.waset.org/abstracts/search?q=likeness%20for%20leader" title=" likeness for leader"> likeness for leader</a>, <a href="https://publications.waset.org/abstracts/search?q=subordinate%20cadets" title=" subordinate cadets"> subordinate cadets</a> </p> <a href="https://publications.waset.org/abstracts/121986/ethical-leadership-mediates-subordinates-likeness-for-leader-and-affective-commitment-to-squads-among-police-cadets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121986.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">179</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">295</span> An Empirical Examination on the Relationships between Organizational Justice, Affective Commitment and Absenteeism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emine%20%C3%96%C4%9F%C3%BCt">Emine Öğüt</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehtap%20%C3%96zt%C3%BCrk"> Mehtap Öztürk</a>, <a href="https://publications.waset.org/abstracts/search?q=Adem%20%C3%96%C4%9F%C3%BCt"> Adem Öğüt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Affective commitment is defined as a strong belief in and acceptance of the organization’s goals and values. Organizational justice is an antecedent of the organizational commitment and it has the potential to create powerful benefits for organizations and employees alike. When perceived unfairness among employees increases, affective commitment decreases and absenteeism increases accordingly. In this research, relationships between organizational justice perception, affective commitment and absenteeism is analysed. In this regard, a field study has been conducted over the physicians working in the hospitals of the Health Ministry and University Hospitals in the province of Konya. The partial least squares (PLS) method is used to analyse the survey data. The findings of the research shows that there is a positive statistically significant relationship between organizational justice perception and affective commitment while there is a negative statistically significant relationship between organizational justice and absenteeism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20justice" title="organizational justice">organizational justice</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20commitment" title=" affective commitment"> affective commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=absenteeism" title=" absenteeism"> absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20management" title=" healthcare management"> healthcare management</a> </p> <a href="https://publications.waset.org/abstracts/29577/an-empirical-examination-on-the-relationships-between-organizational-justice-affective-commitment-and-absenteeism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29577.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">484</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">294</span> Unfolding the Affective Atmospheres during the COVID-19 Pandemic Crisis: The Constitution and Performance of Affective Governance in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sang-Ju%20Yu">Sang-Ju Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the changing essences and effects of ‘affective atmosphere’ during the COVID-19 pandemic crisis, which have been facilitated and shaped the ‘affective governance’ in Taiwan. Due to long-term uncertainty and unpredictability, the COVID-19 pandemic not only caused unprecedented global crisis but triggered the public’s negative emotional responses. This paper unravels how the shortage of Personal Protective Equipment and the proliferating fake news heightened people’s fear and anxiety and how specific affective atmospheres can be provoked and manipulated to harness emotional appeals of citizens strategically in Taiwan. Through the in-depth interviews with diverse stakeholders involved, it unfolds the dynamics and strategies of affective governance, wherein public emotions and concerns are now given significant consideration in both policy measures and the affective expression of leadership, spatial arrangement, service delivery, and the interaction with citizens. Addressing psychosocial and emotional needs has become the core of crisis response mechanisms suited to dynamic affective atmospheres and pandemic situation. This paper also demonstrates that epidemic prevention and control is not merely the production of neutral or rational policy-making processes, as it is dominated by multiple emotions resulted from unexpected and salient events at different moments. It provides explicit insight into how different prevention scenarios operated effectively through political and affective mobilisation to strengthen emotional bonding and collective identity which energises collective action. Basically, successful affective governance calls for both negative and positive emotions, for both scientific and political decision-making, for both community and bureaucracy, and both quality and efficiency of private–public collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20atmospheres" title="affective atmospheres">affective atmospheres</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20governance" title=" affective governance"> affective governance</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=private-public%20collaboration" title=" private-public collaboration"> private-public collaboration</a> </p> <a href="https://publications.waset.org/abstracts/163425/unfolding-the-affective-atmospheres-during-the-covid-19-pandemic-crisis-the-constitution-and-performance-of-affective-governance-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163425.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">94</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">293</span> The Effect of Transformational Leadership and Change Self-Efficacy on Employees' Commitment to Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denvi%20Giovanita">Denvi Giovanita</a>, <a href="https://publications.waset.org/abstracts/search?q=Wustari%20L.%20H.%20Mangundjaya"> Wustari L. H. Mangundjaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pace of globalization and technological development make changes inevitable to organizations. However, organizational change is not easy to implement and is prone to failure. One of the reasons of change failure is due to lack of employees’ commitment to change. There are many variables that can influence employees’ commitment to change. The influencing factors can be sourced from the organization or individuals themselves. This study focuses on the affective form of commitment to change. The objective of this study is to identify the effect of transformational leadership (organizational factor) and employees’ change self-efficacy (individual factor) on affective commitment to change. The respondents of this study were employees who work in organizations that are or have faced organizational change. The data were collected using Affective Commitment to Change, Change Self-Efficacy, and Transformational Leadership Inventory. The data were analyzed using regression. The result showed that both transformational leadership and change self-efficacy have a positive and significant impact on affective commitment to change. The implication of the study can be used for practitioners to enhance the success of organizational change, by developing transformational leadership on the leaders and change self-efficacy on the employees in order to create a high affective commitment to change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20commitment%20to%20change" title="affective commitment to change">affective commitment to change</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20self-efficacy" title=" change self-efficacy"> change self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20change" title=" organizational change"> organizational change</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/69121/the-effect-of-transformational-leadership-and-change-self-efficacy-on-employees-commitment-to-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69121.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">384</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">292</span> Callous-Unemotional Traits in Preschoolers: Distinct Associations with Empathy Subcomponents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Stylianopoulou">E. Stylianopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20Fanti"> A. K. Fanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Object: Children scoring high on Callous-Unemotional traits (CU traits) exhibit lack of empathy. More specifically, children scoring high on CU traits appear to exhibit deficits on affective empathy or deficits in other constructs. However, little is known about cognitive empathy, and it's relation with CU traits in preschoolers. Despite the fact that empathy is measurable at a very young age, relatively less study has focused on empathy in preschoolers than older children with CU traits. The present study examines the cognitive and affective empathy in preschoolers with CU traits. The aim was to examine the differences between cognitive and affective empathy in those individuals. Based on previous research in children with CU traits, it was hypothesized that preschoolers scoring high in CU traits will show deficits in both cognitive and affective empathy; however, more deficits will be detected in affective empathy rather than cognitive empathy. Method: The sample size was 209 children, of which 109 were male, and 100 were female between the ages of 3 and 7 (M=4.73, SD=0.71). From those participants, only 175 completed all the items. The Inventory of Callous-Unemotional traits was used to measure CU traits. Moreover, the Griffith Empathy Measure (GEM) Affective Scale and the Griffith Empathy Measure (GEM) Cognitive Scale was used to measure Affective and Cognitive empathy, respectively. Results: Linear Regression was applied to examine the preceding hypotheses. The results showed that generally, there was a moderate negative association between CU traits and empathy, which was significant. More specifically, it has been found that there was a significant and negative moderate relation between CU traits and cognitive empathy. Surprisingly, results indicated that there was no significant relation between CU traits and affective empathy. Conclusion: The current findings support that preschoolers show deficits in understanding others emotions, indicating a significant association between CU traits and cognitive empathy. However, such a relation was not found between CU traits and affective empathy. The current results raised the importance that there is a need for focusing more on cognitive empathy in preschoolers with CU traits, a component that seems to be underestimated till now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20empathy" title="affective empathy">affective empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=callous-unemotional%20traits" title=" callous-unemotional traits"> callous-unemotional traits</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20empathy" title=" cognitive empathy"> cognitive empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/129655/callous-unemotional-traits-in-preschoolers-distinct-associations-with-empathy-subcomponents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129655.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">151</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">291</span> On-Line Impulse Buying and Cognitive Dissonance: The Moderating Role of the Positive Affective State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Mattia">G. Mattia</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Di%20Leo"> A. Di Leo</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Principato"> L. Principato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purchase impulsiveness is preceded by a lack of self-control: consequently, it is legitimate to believe that a consumer with a low level of self-control can result in a higher probability of cognitive dissonance. Moreover, the process of purchase is influenced by the pre-existing affective state in a considerable way. With reference to on-line purchases, digital behavior cannot be merely ascribed to the rational sphere, given the speed and ease of transactions and the hedonistic dimension of purchases. To our knowledge, this research is among the first cases of verification of the effect of moderation exerted by the positive affective state in the on-line impulse purchase of products with a high expressive value such as a smartphone on the occurrence of cognitive dissonance. To this aim, a moderation analysis was conducted on a sample of 212 impulsive millennials buyers. Three scales were adopted to measure the constructs of interest: IBTS for impulsivity, PANAS for the affective state, Sweeney for cognitive dissonance. The analysis revealed that positive affective state does not affect the onset of cognitive dissonance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20dissonance" title="cognitive dissonance">cognitive dissonance</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%20buying" title=" impulsive buying"> impulsive buying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20shopping" title=" online shopping"> online shopping</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20consumer%20behavior" title=" online consumer behavior"> online consumer behavior</a> </p> <a href="https://publications.waset.org/abstracts/113861/on-line-impulse-buying-and-cognitive-dissonance-the-moderating-role-of-the-positive-affective-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113861.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">154</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">290</span> Engaging Employees in Innovation - A Quantitative Study on The Role of Affective Commitment to Change Among Norwegian Employees in Higher Education.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Rebecca%20Mutonyi">Barbara Rebecca Mutonyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chukwuemeka%20Echebiri"> Chukwuemeka Echebiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Terje%20Sl%C3%A5tten"> Terje Slåtten</a>, <a href="https://publications.waset.org/abstracts/search?q=Gudbrand%20Lien"> Gudbrand Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of affective commitment to change has been scarcely explored among employees in the higher education literature. The present study addresses this knowledge gap in the literature by examining how various psychological factors, such as psychological empowerment (PsyEmp), and psychological capital (PsyCap), promotes affective commitment to change. As affective commitment to change has been identified by previous studies as an important aspect to implementation behavior, the study examines the correlation of affective commitment to change on employee innovative behavior (EIB) in higher education. The study proposes mediation relationship between PsyEmp, PsyCap, and affective commitment to change. 250 employees in higher education in Norway were sampled for this study. The study employed online survey for data collection, utilizing Stata software to perform Partial least square equation modeling to test the proposed hypotheses of the study. Through bootstrapping, the study was able to test for mediating effects. Findings of the study shows a strong direct relationship between the leadership factor PsyEmp on the individual factor PsyCap ( = 0.453). In addition, the findings of the study reveal that both PsyEmp and PsyCap are related to affective commitment to change ( = 0.28 and  = 0.249, respectively). In total, PsyEmp and PsyCap explains about 10% of the variance in the concept of affective commitment to change. Further, the direct effect of effective commitment to change and EIB is also supported ( = 0.183). The three factors, PsyEmp, PsyCap, and affective commitment to change, explains nearly 40% (R2 = 0.39) of the variance found in EIB. The relationship between PsyEmp, PsyCap, and affective commitment to change are mediated through the individual factor PsyCap. In order to effectively promote affective commitment to change among higher education employees, higher education managers should focus on both the leadership factor, PsyEmp, as well as the individual factor, PsyCap, of their employees. In this regard, higher education managers should strengthen employees EIB through providing autonomy, creating a safe environment that encourages innovation thinking and action, and providing employees in higher education opportunities to be involved in changes occurring at work. This contributes to strengthening employees´ affective commitment to change, that further improves their EIB in their work roles as higher education employees. As such, the results of this study implicate the ambidextrous nature of the concepts of affective commitment to change and EIB that should be considered in future studies of innovation in higher education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20commitment%20to%20change" title="affective commitment to change">affective commitment to change</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20behavior" title=" innovative behavior"> innovative behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20empowerment" title=" psychological empowerment"> psychological empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/153999/engaging-employees-in-innovation-a-quantitative-study-on-the-role-of-affective-commitment-to-change-among-norwegian-employees-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153999.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">116</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">289</span> Emotion Regulation Mediates the Relationship between Affective Disposition and Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Colonnello">Valentina Colonnello</a>, <a href="https://publications.waset.org/abstracts/search?q=Paolo%20Maria%20Russo"> Paolo Maria Russo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies indicate a link between individual differences in affective disposition and depression, as well as between emotion dysregulation and depression. However, the specific role of emotion dysregulation domains in mediating the relationship between affective disposition and depression remains largely unexplored. In three cross-sectional quantitative studies (total n = 1350), we explored the extent to which specific emotion regulation difficulties mediate the relationship between personal distress disposition (Study 1), separation distress as a primary emotional trait (Study 2), and an insecure, anxious attachment style (Study 3) and depression. Across all studies, we found that the relationship between affective disposition and depression was mediated by difficulties in accessing adaptive emotion regulation strategies. These findings underscore the potential for modifiable abilities that could be targeted through preventive interventions. <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=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20traits" title=" individual traits"> individual traits</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a> </p> <a href="https://publications.waset.org/abstracts/183449/emotion-regulation-mediates-the-relationship-between-affective-disposition-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183449.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">66</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">288</span> Affective Adaptation Design for Better Gaming Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ollie%20Hall">Ollie Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Salma%20ElSayed"> Salma ElSayed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Affective adaptation is a novel way for game designers to add an extra layer of engagement to their productions. When player’s emotions factor in game design, endless possibilities for creative gameplay emerge. Whilst gaining popularity, existing affective game research mostly runs controlled experiments carried in restrictive settings and relies on one or more specialist devices for measuring a player’s emotional state. These conditions, albeit effective, are not necessarily realistic. Moreover, the simplified narrative and intrusive wearables may not be suitable for the average player. This exploratory study investigates delivering an immersive affective experience in the wild with minimal requirements in an attempt for the average developer to reach the average player. A puzzle game is created with a rich narrative and creative mechanics. It employs both explicit and implicit adaptation and only requires a web camera. Participants played the game on their own machines in various settings. Whilst it was rated feasible, very engaging, and enjoyable, it remains questionable whether a fully immersive experience was delivered due to the limited sample size. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20games" title="affective games">affective games</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20adaptation" title=" dynamic adaptation"> dynamic adaptation</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=game%20design" title=" game design"> game design</a> </p> <a href="https://publications.waset.org/abstracts/140988/affective-adaptation-design-for-better-gaming-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140988.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">151</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">287</span> Case Studies in Three Domains of Learning: Cognitive, Affective, Psychomotor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeinabsadat%20Haghshenas">Zeinabsadat Haghshenas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bloom’s Taxonomy has been changed during the years. The idea of this writing is about the revision that has happened in both facts and terms. It also contains case studies of using cognitive Bloom’s taxonomy in teaching geometric solids to the secondary school students, affective objectives in a creative workshop for adults and psychomotor objectives in fixing a malfunctioned refrigerator lamp. There is also pointed to the important role of classification objectives in adult education as a way to prevent memory loss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20domain" title=" affective domain"> affective domain</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20domain" title=" cognitive domain"> cognitive domain</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20loss" title=" memory loss"> memory loss</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20domain" title=" psychomotor domain"> psychomotor domain</a> </p> <a href="https://publications.waset.org/abstracts/23643/case-studies-in-three-domains-of-learning-cognitive-affective-psychomotor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23643.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">286</span> Affective Ambivalence in Informal Caregivers of Older Adults in the Face of Loss and Grief Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivannys%20Cappas%20Perez">Ivannys Cappas Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Worldwide the population of older adults is increasing. The World Health Organization (2022) estimates that it will double by 2050. Informal caregivers of older adults may experience contradictory impulses, overload, and multiple losses before the death of the older adult in their care. The general purpose of research was to identify and describe the affective ambivalence in informal caregivers of older adults in the face of loss and grief processes. The dimensions under study were affective ambivalence, informal caregivers of older adults, loss processes and the grieving process. A qualitative approach methodology and an empirical phenomenological design were used through Clark Moustakas' Multiangulation Model to describe, categorize and interpret, intentionality, temporality and intersubjectivity a problem never studied. Among the findings was the feminization of the role. Affective ambivalence is manifested through emotions, feelings, thoughts and behavior, including non-verbal language. The assumption of the role is highly influenced by an affective and moral factor, where a minimum of 35 hours per week are invested in without family and financial support. It was found that the participants experience objective and subjective overload. Furthermore, because of the role, they experienced loss of life, loss of aspects of themselves, loss of objects, emotional losses, and losses linked to development. On the other hand, up to two types of grief were found simultaneously. Finally, the presence of affective ambivalence was found with the same intensity 13 years after the loss of the older adult under care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20ambivalence" title="affective ambivalence">affective ambivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20caregivers%20of%20older%20adults" title=" informal caregivers of older adults"> informal caregivers of older adults</a>, <a href="https://publications.waset.org/abstracts/search?q=loss%20processes" title=" loss processes"> loss processes</a>, <a href="https://publications.waset.org/abstracts/search?q=grief%20processes" title=" grief processes"> grief processes</a> </p> <a href="https://publications.waset.org/abstracts/188296/affective-ambivalence-in-informal-caregivers-of-older-adults-in-the-face-of-loss-and-grief-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188296.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">34</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">285</span> Immersing Socio-Affective Instruction within the Constructs of the Academic Curriculum: A Study of Gifted and Talented Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Granger-Ellis">R. Granger-Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20B.%20Speaker"> R. B. Speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jr."> Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20J.%20Austin"> P. J. Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study examined more than 340 gifted and talented students enrolled in various gifted and talented programs in a large southeastern United States metropolitan area (creative arts, urban charters, suburban public schools) for socio-affective psychological development and whether a particular curriculum encouraged developmental growth. This study focused on students receiving distinctive gifted and talented curricula (creative arts, arts-integrated, and academic acceleration) and analyzed for (1) socio-affective development levels and (2) whether a particular curriculum encouraged developmental growth. Research questions guiding the study: (1) How do academically and artistically gifted 10th and 11th grade students perform on psychological scales of social and emotional intelligence? (2) Do adolescents receiving distinctive gifted and talented curriculum differ in their socio-affective developmental profiles? Students’ performances on psychometric scales were compared over time and by curriculum type. Over the first semester of the academic year, participants took pre- and post-tests assessing socio-affective intelligence (BarOn EQ-I: YV). Differences in growth on these psychological scales (individuals and programs) were examined. Program artifacts provided insight for curriculum correlation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented%20curriculum" title="gifted and talented curriculum">gifted and talented curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20development" title=" social and emotional development"> social and emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20curriculum" title=" socio-affective curriculum"> socio-affective curriculum</a> </p> <a href="https://publications.waset.org/abstracts/83338/immersing-socio-affective-instruction-within-the-constructs-of-the-academic-curriculum-a-study-of-gifted-and-talented-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83338.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">370</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">284</span> The Effect of Mood and Creativity on Product Creativity: Using LEGO as a Hands-On Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaewmart%20Pongakkasira">Kaewmart Pongakkasira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines whether construction of LEGO reflects affective states and creativity as the clue to develop effective learning resources for classrooms. For this purpose, participants are instructed to complete a hands-on activity by using LEGO. Prior to the experiment, participants’ affective states and creativity are measured by the Positive and Negative Affect Schedule (PANAS) and the Alternate Uses Task (AUT), respectively. Then, subjects are asked to freely combine LEGO as unusual as possible versus constraint LEGO combination and named the LEGO products. Creativity of the LEGO products is scored for originality and abstractness of titles. It is hypothesized that individuals’ mood and creativity may affect product creativity. If so, there might be correlation among the three parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20states" title="affective states">affective states</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20activity" title=" hands-on activity"> hands-on activity</a>, <a href="https://publications.waset.org/abstracts/search?q=LEGO" title=" LEGO"> LEGO</a> </p> <a href="https://publications.waset.org/abstracts/56595/the-effect-of-mood-and-creativity-on-product-creativity-using-lego-as-a-hands-on-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56595.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">373</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">283</span> Decision Support: How Explainable A.I. Can Improve Transparency and Trust with Human Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devon%20Brown">Devon Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Liu%20Chunmei"> Liu Chunmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will present an analysis as part of the researchers dissertation topic focusing on the intersection of affective and analytical directed acyclic graphs (DAGs) in the context of Decision Support Systems (DSS). The researcher’s work involves analyzing decision theory models like Affective and Bayesian Decision theory models and how they could be implemented under an Affective Computing Framework using Information Fusion and Human-Centered Design. Additionally, the researcher is beginning research on an Affective-Analytic Decision Framework (AADF) model for their dissertation research and are looking to merge logic and analytic models with empathetic insights into affective DAGs. Data-collection efforts begin Fall 2024 and in preparation for the efforts this paper looks to analyze previous research in this area and introduce the AADF framework and propose conceptual models for consideration. For this paper, the research emphasis is placed on analyzing Bayesian networks and Markov models which offer probabilistic techniques during uncertainty in decision-making. Ideally, including affect into analytic models will ensure algorithms can increase user trust with algorithms by including emotional states and the user’s experience with the goal of developing emotionally intelligent A.I. systems that can start to navigate the complex fabric of human emotion during decision-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20support%20systems" title="decision support systems">decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=explainable%20AI" title=" explainable AI"> explainable AI</a>, <a href="https://publications.waset.org/abstracts/search?q=HCAI%20techniques" title=" HCAI techniques"> HCAI techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=affective-analytical%20decision%20framework" title=" affective-analytical decision framework"> affective-analytical decision framework</a> </p> <a href="https://publications.waset.org/abstracts/190690/decision-support-how-explainable-ai-can-improve-transparency-and-trust-with-human-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190690.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">20</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">282</span> Individual Differences in Affective Neuroscience Personality Traits Predict Several Dimensions of Psychological Wellbeing. A Cross-Sectional Study in Healthy Subjects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Colonnello">Valentina Colonnello</a>, <a href="https://publications.waset.org/abstracts/search?q=Paolo%20Maria%20Russo"> Paolo Maria Russo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decades of cross-species affective neuroscience research by Panksepp and others have identified basic evolutionarily preserved subcortical emotional systems that humans share with mammals and many vertebrates. These primary emotional systems encode unconditional affective responses and contribute to the development of personality traits throughout ontogenesis and interactions with the environment. The Affective Neuroscience Personality Scale (ANPS) measures individual differences in affective personality traits associated with the basic emotional systems of CARE, PLAY, SEEKING, SADNESS, FEAR, and ANGER, along with Spirituality, which is a more cognitively and socially refined expression of affectivity. Though the ANPS’s power to predict human psychological distress has been documented, to the best of our knowledge, its predictive power for psychological wellbeing has not been explored. This study therefore investigates the relationship between affective neuroscience traits and psychological wellbeing facets. Because the emotional systems are thought to influence cognitively-mediated mental processes about the self and the world, understanding the relationship between affective traits and psychological wellbeing is particularly relevant to understanding the affective dimensions of health. In a cross-sectional study, healthy participants (n = 402) completed the ANPS and the Psychological Wellbeing scale. Multiple regressions revealed that each facet of wellbeing was explained by two to four affective traits, and each trait was significantly related to at least one aspect of wellbeing. Specifically, SEEKING predicted all the wellbeing facets, except for positive relations; CARE predicted personal growth, positive relations, purpose in life, and self-acceptance; PLAY and, inversely, ANGER predicted positive relations; SADNESS inversely predicted autonomy, while FEAR inversely predicted purpose in life. SADNESS and FEAR inversely predicted environmental mastery and self-acceptance. Finally, Spirituality predicted personal growth, positive relations, and self-acceptance. These findings are the first to show the relationship between affective neuroscience personality traits and psychological wellbeing. They also call attention to the distinctive role of FEAR and PANIC traits in psychological wellbeing facets, thereby complementing or even overcoming the traditional personality approach to neuroticism as a global trait. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20neuroscience" title="affective neuroscience">affective neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/146765/individual-differences-in-affective-neuroscience-personality-traits-predict-several-dimensions-of-psychological-wellbeing-a-cross-sectional-study-in-healthy-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146765.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">281</span> Factors Affecting Ethical Leadership and Employee Affective Organizational Commitment: An Empirical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharmin%20Shahid">Sharmin Shahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaher%20Zain"> Zaher Zain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore and examines the theoretical frameworks of ethical leadership style and affective organizational commitment. Additionally, to investigate the extent to which employee orientation and ethical guidance either strengthen or weaken on the relationship between ethical leadership style and affective commitment. The study will also measure the mediating effects of leader’s integrity either influence to inspire and revival employee’s affective commitment or not. The methodology of the study comprised sample of 237 managers, departmental heads, top-level executives, and professors of several financial institutions, banks, and universities in Bangladesh who are directly related with decision making process of respective organization. A cross sectional research design will be used to examine the direct, moderating, and mediating analysis among the research key variables. Data were gathered based on personal administered questionnaire. The findings of the study will be significance because it will provide the real scenario of leadership style which leads to financial and strategic success of any organizations. In addition, the results will be interesting enough to find out either ethical leadership style have positive relationship with affective commitment or not. Employee-orientation and ethical guidance is a moderator to improve leadership style and affective commitment, whereas, leader’s integrity mediates the relationships between leadership style and affective organizational commitment to do the right thing in the right way for the betterment of entire organizational success. Research limitations of the study are the data collected by self administered questionnaire, a method with well-known shortcomings. Second, the study concentrated on financial institutions, banks top executives, and universities professors in Bangladesh. An important implication of the research is that the interesting findings will give some insight to the leadership style and helps management to focus on their management and leadership efficacy, as that could improve their affective organizational commitment. The findings will be original and unique value adding with the existing literature on leadership studies. The study is based on a comprehensive literature review. The results will be based on a sample of financial institutions, banks, and universities in Bangladesh. The research findings are useful to academics and corporate leaders of financial institutions, banks, and universities all over the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20organizational%20commitment" title="affective organizational commitment">affective organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20guidance" title=" ethical guidance"> ethical guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20leadership%20style" title=" ethical leadership style"> ethical leadership style</a> </p> <a href="https://publications.waset.org/abstracts/80397/factors-affecting-ethical-leadership-and-employee-affective-organizational-commitment-an-empirical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80397.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">320</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">280</span> Patchwork City: An Affective Map for a Patchwork Zone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Luc%C3%ADlia%20Borges">Maria Lucília Borges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents the creation and design process of the "patchwork map" made for the project “Santo Amaro em Rede” (Santo Amaro on Web). The project was carried out in 2009 by SESC – SP – Brazil (Social Service for the Commerce of São Paulo) in partnership with Instituto Pólis. It is a mapping of socio-cultural dynamics of São Paulo’s South Zone and neighboring municipalities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20map" title="affective map">affective map</a>, <a href="https://publications.waset.org/abstracts/search?q=cartography" title=" cartography"> cartography</a>, <a href="https://publications.waset.org/abstracts/search?q=S%C3%A3o%20Paulo%20city" title=" São Paulo city"> São Paulo city</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a>, <a href="https://publications.waset.org/abstracts/search?q=patchwork" title=" patchwork"> patchwork</a> </p> <a href="https://publications.waset.org/abstracts/27660/patchwork-city-an-affective-map-for-a-patchwork-zone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27660.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">380</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">279</span> Proposed Solutions Based on Affective Computing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diego%20Adrian%20Cardenas%20Jorge">Diego Adrian Cardenas Jorge</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerardo%20Mirando%20Guisado"> Gerardo Mirando Guisado</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfredo%20Barrientos%20Padilla"> Alfredo Barrientos Padilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A system based on Affective Computing can detect and interpret human information like voice, facial expressions and body movement to detect emotions and execute a corresponding response. This data is important due to the fact that a person can communicate more effectively with emotions than can be possible with words. This information can be processed through technological components like Facial Recognition, Gait Recognition or Gesture Recognition. As of now, solutions proposed using this technology only consider one component at a given moment. This research investigation proposes two solutions based on Affective Computing taking into account more than one component for emotion detection. The proposals reflect the levels of dependency between hardware devices and software, as well as the interaction process between the system and the user which implies the development of scenarios where both proposals will be put to the test in a live environment. Both solutions are to be developed in code by software engineers to prove the feasibility. To validate the impact on society and business interest, interviews with stakeholders are conducted with an investment mind set where each solution is labeled on a scale of 1 through 5, being one a minimum possible investment and 5 the maximum. <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=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20detection" title=" emotion detection"> emotion detection</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title=" face recognition"> face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=gait%20recognition" title=" gait recognition"> gait recognition</a> </p> <a href="https://publications.waset.org/abstracts/43577/proposed-solutions-based-on-affective-computing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43577.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">368</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">278</span> Translating Empathy in a Senior Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denver%20E.%20Severt">Denver E. Severt</a>, <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Mejia"> Cynthia Mejia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With a grey wave sweeping across the world and people living longer than ever, more individuals will reside in retirement communities in unprecedented numbers. Enhancing the resident stay within these communities is imperative to reduce past stigmas associated with senior communities. This exploratory quantitative investigation examined interview contents of employees and residents to see if empathy was observed. The results showed the employees across all ranges had a much better grasp of affective empathy, yet with greater experience and age, it was clear that cognitive empathy had to be used with affective empathy in order to gain better trust across the community of residents. Outcomes from the study suggest that future training programs for employees are operationalized to include both affective and cognitive empathy practices. This study is unique in that two scales of empathy were transformed into qualitative questions, and in-depth employee and resident interviews were conducted. The study answers many calls of research to provide more specific studies in senior living communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20living%20community" title="senior living community">senior living community</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20service%20research" title=" transformational service research"> transformational service research</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/135584/translating-empathy-in-a-senior-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135584.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">143</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">277</span> City Image of Rio De Janeiro as the Host City of 2016 Olympic Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luciana%20Brandao%20Ferreira">Luciana Brandao Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Janaina%20de%20Moura%20Engracia%20Giraldi"> Janaina de Moura Engracia Giraldi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabiana%20Gondim%20Mariutti"> Fabiana Gondim Mariutti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Toledo%20de%20Arruda%20Lourencao"> Marina Toledo de Arruda Lourencao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing countries, such as BRICS (Brazil, Russia, India, China and South Africa) are hosting sports mega-events to promote socio-economic development and image enhancement. Thus, this paper aims to verify the image of Rio de Janeiro, in Brazil, as the host city of 2016 Olympic Games, considering the main cognitive and affective image dimensions. The research design uses exploratory factorial analysis to find the most important factors highlighted in the city image dimensions. The data were collected by structured questionnaires with an international respondents sample (n=274) with high international travel experience. The results show that Rio’s image as a sport mega-event host city has two main factors in each dimension: Cognitive ('General Infrastructure'; 'Services and Attractions') and Affective ('Positive Feelings'; 'Negative Feelings'). The most important factor related to cognitive dimension was 'Services and Attractions' which is more related to tourism activities. In the affective dimension 'Positive Feelings' was the most important factor, which means a good result considering that is a city in an emerging country with many unmet social demands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rio%20de%20Janeiro" title="Rio de Janeiro">Rio de Janeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=2016%20olympic%20games" title=" 2016 olympic games"> 2016 olympic games</a>, <a href="https://publications.waset.org/abstracts/search?q=host%20city%20image" title=" host city image"> host city image</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20image%20dimension" title=" cognitive image dimension"> cognitive image dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20image%20dimension" title=" affective image dimension"> affective image dimension</a> </p> <a href="https://publications.waset.org/abstracts/98545/city-image-of-rio-de-janeiro-as-the-host-city-of-2016-olympic-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98545.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">147</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">276</span> Analysis of Structural Modeling on Digital English Learning Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gyoomi%20Kim">Gyoomi Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiyoung%20Bae"> Jiyoung Bae</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to propose a framework that verifies the structural relationships among students’ use of digital English learning strategy (DELS), affective domains, and their individual variables. The study developed a hypothetical model based on previous studies on language learning strategy use as well as digital language learning. The participants were 720 Korean high school students and 430 university students. The instrument was a self-response questionnaire that contained 70 question items based on Oxford’s SILL (Strategy Inventory for Language Learning) as well as the previous studies on language learning strategies in digital learning environment in order to measure DELS and affective domains. The collected data were analyzed through structural equation modeling (SEM). This study used quantitative data analysis procedures: Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA). Firstly, the EFA was conducted in order to verify the hypothetical model; the factor analysis was conducted preferentially to identify the underlying relationships between measured variables of DELS and the affective domain in the EFA process. The hypothetical model was established with six indicators of learning strategies (memory, cognitive, compensation, metacognitive, affective, and social strategies) under the latent variable of the use of DELS. In addition, the model included four indicators (self-confidence, interests, self-regulation, and attitude toward digital learning) under the latent variable of learners’ affective domain. Secondly, the CFA was used to determine the suitability of data and research models, so all data from the present study was used to assess model fits. Lastly, the model also included individual learner factors as covariates and five constructs selected were learners’ gender, the level of English proficiency, the duration of English learning, the period of using digital devices, and previous experience of digital English learning. The results verified from SEM analysis proposed a theoretical model that showed the structural relationships between Korean students’ use of DELS and their affective domains. Therefore, the results of this study help ESL/EFL teachers understand how learners use and develop appropriate learning strategies in digital learning contexts. The pedagogical implication and suggestions for the further study will be also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Digital%20English%20Learning%20Strategy" title="Digital English Learning Strategy">Digital English Learning Strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=DELS" title=" DELS"> DELS</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20variables" title=" individual variables"> individual variables</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%27%20affective%20domains" title=" learners' affective domains"> learners' affective domains</a>, <a href="https://publications.waset.org/abstracts/search?q=Structural%20Equation%20Modeling" title=" Structural Equation Modeling"> Structural Equation Modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=SEM" title=" SEM"> SEM</a> </p> <a href="https://publications.waset.org/abstracts/100764/analysis-of-structural-modeling-on-digital-english-learning-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100764.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">125</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">275</span> The Effect of Kaizen Implementation on Employees’ Affective Attitude in Textile Company in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meseret%20Teshome">Meseret Teshome</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has the objective of assessing the effect of kaizen (5S, Muda elimination and Quality Control Circle (QCC) on employees’ affective attitude (job satisfaction, commitment and job stress) in Kombolcha Textile Share Company. A conceptual model was developed to describe the relationship between Kaizen and Employees’ Affective Attitude (EAA) factors. The three factors of Employee Affective Attitude were measured using questionnaire derived from other validated questionnaire. In the data collection to conduct this study; questionnaire, unstructured interview, written documents and direct observations are used. To analyze the data, SPSS and Microsoft Excel were used. In addition, the internal consistency of similar items in the questionnaire instrument was measured for their equivalence by using the cronbach’s alpha test. In this study, the effect of 5S, Muda elimination and QCC on job satisfaction, commitment and job stress in Kombolcha Textile Share Company is assessed and factors that reduce employees’ job satisfaction with respect to kaizen implementation are identified. The total averages of means from the questionnaire are 3.1 for job satisfaction, 4.31 for job commitment and 4.2 for job stress. And results from interview and secondary data show that kaizen implementation have effect on EAA. In general, based on the thesis results it was concluded that kaizen (5S, muda elimination and QCC) have positive effect for improving EAA factors at KTSC. Finally, recommendations for improvement are given based on the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kaizen" title="kaizen">kaizen</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20commitment" title=" job commitment"> job commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20stress" title=" job stress"> job stress</a> </p> <a href="https://publications.waset.org/abstracts/83697/the-effect-of-kaizen-implementation-on-employees-affective-attitude-in-textile-company-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83697.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">211</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">274</span> Strengthening Islamic Banking Customer Behavioral Intention through Value and Commitment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mornay%20Roberts-Lombard">Mornay Roberts-Lombard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Consumers’ perceptions of value are crucial to ensuring their future commitment and behavioral intentions. As a result, service providers, such as Islamic banks, must provide their customers with products and services that are regarded as valuable, stimulating, collaborative, and competent. Therefore, the value provided to customers must meet or surpass their expectations, which can drive customers’ commitment (affective and calculative) and eventually favorably impact their future behavioral intentions. Consequently, Islamic banks in South Africa, as a growing African market, need to obtain a better understanding of the variables that impact Islamic banking customers’ value perceptions and how these impact their future behavioral intentions. Furthermore, it is necessary to investigate how customers’ perceived value perceptions impact their affective and calculative commitment and how the latter impact their future behavioral intentions. The purpose of this study is to bridge these gaps in knowledge, as the competitiveness of the Islamic banking industry in South Africa requires a deeper understanding of the aforementioned relationships. The study was exploratory and quantitative in nature, and data was collected from 250 Islamic banking customers using self-administered questionnaires. These banking customers resided in the Gauteng province of South Africa. Exploratory factor analysis, Pearson’s coefficient analysis, and multiple regression analysis were applied to measure the proposed hypotheses developed for the study. This research will aid Islamic banks in the country in potentially strengthening customers’ future commitment (affective and calculative) and positively impact their future behavioral intentions. The findings of the study established that service quality has a significant and positive impact on perceived value. Moreover, it was determined that perceived value has a favorable and considerable impact on affective and calculative commitment, while calculative commitment has a beneficial impact on behavioral intention. The research informs Islamic banks of the importance of service engagement in driving customer perceived value, which stimulates the future affective and calculative commitment of Islamic bank customers in an emerging market context. Finally, the study proposes guidelines for Islamic banks to develop an enhanced understanding of the factors that impact the perceived value-commitment-behavioral intention link in a competitive Islamic banking market in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20value" title="perceived value">perceived value</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20commitment" title=" affective commitment"> affective commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=calculative%20commitment" title=" calculative commitment"> calculative commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioural%20intention" title=" behavioural intention"> behavioural intention</a> </p> <a href="https://publications.waset.org/abstracts/174114/strengthening-islamic-banking-customer-behavioral-intention-through-value-and-commitment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174114.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">78</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">273</span> A Comparative Study of Mechanisms across Different Online Social Learning Types</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Wang">Xinyu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rapid development of Internet technology and the increasing prevalence of online social media, this study investigates the impact of digital communication on social learning. Through three behavioral experiments, we explore both affective and cognitive social learning in online environments. Experiment 1 manipulates the content of experimental materials and two forms of feedback, emotional valence, sociability, and repetition, to verify whether individuals can achieve online emotional social learning through reinforcement using two social learning strategies. Results reveal that both social learning strategies can assist individuals in affective, social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 2 similarly manipulates the content of experimental materials and two forms of feedback to verify whether individuals can achieve online knowledge social learning through reinforcement using two social learning strategies. Results show that similar to online affective social learning, individuals adopt both social learning strategies to achieve cognitive social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 3 simultaneously observes online affective and cognitive social learning by manipulating the content of experimental materials and feedback at different levels of social pressure. Results indicate that online affective social learning exhibits different learning effects under different levels of social pressure, whereas online cognitive social learning remains unaffected by social pressure, demonstrating more stable learning effects. Additionally, to explore the sustained effects of online social learning and differences in duration among different types of online social learning, all three experiments incorporate two test time points. Results reveal significant differences in pre-post-test scores for online social learning in Experiments 2 and 3, whereas differences are less apparent in Experiment 1. To accurately measure the sustained effects of online social learning, the researchers conducted a mini-meta-analysis of all effect sizes of online social learning duration. Results indicate that although the overall effect size is small, the effect of online social learning weakens over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20learning" title="online social learning">online social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20social%20learning" title=" affective social learning"> affective social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20social%20learning" title=" cognitive social learning"> cognitive social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20strategies" title=" social learning strategies"> social learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reinforcement" title=" social reinforcement"> social reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20pressure" title=" social pressure"> social pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a> </p> <a href="https://publications.waset.org/abstracts/186019/a-comparative-study-of-mechanisms-across-different-online-social-learning-types" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186019.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">46</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">272</span> Classifying Affective States in Virtual Reality Environments Using Physiological Signals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kalatzis">Apostolos Kalatzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashish%20Teotia"> Ashish Teotia</a>, <a href="https://publications.waset.org/abstracts/search?q=Vishnunarayan%20Girishan%20Prabhu"> Vishnunarayan Girishan Prabhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Stanley"> Laura Stanley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are functional behaviors influenced by thoughts, stimuli, and other factors that induce neurophysiological changes in the human body. Understanding and classifying emotions are challenging as individuals have varying perceptions of their environments. Therefore, it is crucial that there are publicly available databases and virtual reality (VR) based environments that have been scientifically validated for assessing emotional classification. This study utilized two commercially available VR applications (Guided Meditation VR™ and Richie’s Plank Experience™) to induce acute stress and calm state among participants. Subjective and objective measures were collected to create a validated multimodal dataset and classification scheme for affective state classification. Participants’ subjective measures included the use of the Self-Assessment Manikin, emotional cards and 9 point Visual Analogue Scale for perceived stress, collected using a Virtual Reality Assessment Tool developed by our team. Participants’ objective measures included Electrocardiogram and Respiration data that were collected from 25 participants (15 M, 10 F, Mean = 22.28 4.92). The features extracted from these data included heart rate variability components and respiration rate, both of which were used to train two machine learning models. Subjective responses validated the efficacy of the VR applications in eliciting the two desired affective states; for classifying the affective states, a logistic regression (LR) and a support vector machine (SVM) with a linear kernel algorithm were developed. The LR outperformed the SVM and achieved 93.8%, 96.2%, 93.8% leave one subject out cross-validation accuracy, precision and recall, respectively. The VR assessment tool and data collected in this study are publicly available for other researchers. <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=biosignals" title=" biosignals"> biosignals</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20database" title=" stress database"> stress database</a> </p> <a href="https://publications.waset.org/abstracts/134317/classifying-affective-states-in-virtual-reality-environments-using-physiological-signals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134317.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">271</span> Behavioral Intentions and Cognitive-Affective Effects of Exposure to YouTube Advertisements among College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abd%20El-Basit%20Ahmed%20Hashem%20Mahmoud">Abd El-Basit Ahmed Hashem Mahmoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Fekry%20Abdelbaki"> Othman Fekry Abdelbaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to investigate the exposure to YouTube ads among Egyptian college students, their attitudes towards these ads, behavioral intentions to watch them, and the effects of this exposure and to examine the relationships among these variables as well. The current study is theoretically guided by the theory of reasoned action (TRA) and cognitive-affective behavioral model (CAB) through a questionnaire survey administered to a convenience sample of 390 college students who watch YouTube videos from Cairo University, Egypt from February to May 2019. The results showed that 98.7% of respondents exposed to YouTube ads, and both of their attitudes towards YouTube ads exposure and their intentions to this exposure were moderately positive. The findings also indicated that respondents' gender had a significant impact on their intention to expose these ads. One-way ANOVA indicated that their attitudes towards exposure to YouTube ads influenced their behavioral intentions to watch these ads, and it also demonstrated that their behavioral intentions to watch these ads had an impact on the exposure to such ads. Pearson correlation revealed that there was a significant positive relationship between respondents' attitudes towards YouTube ads exposure and the cognitive, affective, and behavioral effects of this exposure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20intentions" title=" behavioral intentions"> behavioral intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20reasoned%20action" title=" theory of reasoned action"> theory of reasoned action</a>, <a href="https://publications.waset.org/abstracts/search?q=YouTube%20ads" title=" YouTube ads "> YouTube ads </a> </p> <a href="https://publications.waset.org/abstracts/114146/behavioral-intentions-and-cognitive-affective-effects-of-exposure-to-youtube-advertisements-among-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114146.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">153</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">270</span> The Mediating Effect of Individual Readiness for Change in the Relationship between Organisational Culture and Individual Commitment to Change </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Haffar">Mohamed Haffar</a>, <a href="https://publications.waset.org/abstracts/search?q=Lois%20Farquharson"> Lois Farquharson</a>, <a href="https://publications.waset.org/abstracts/search?q=Gbola%20Gbadamosi"> Gbola Gbadamosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafi%20Al-Karaghouli"> Wafi Al-Karaghouli</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramadane%20Djbarni"> Ramadane Djbarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A few recent research studies and mostly conceptual in nature have paid attention to the relationship between organizational culture (OC), individual readiness for change (IRFC) and individual affective commitment to change (IACC). Surprisingly enough, there is a lack of empirical studies investigating the influence of all four OC types on IRFC and IACC. Moreover, there is a very limited research investigating the mediating role of individual readiness for change between OC types and individual affective commitment to change. Therefore, this study is proposed to fill this gap by providing empirical evidence leading to advancement in the understanding of direct and indirect influences of OC on individual affective commitment to change. To achieve this, a questionnaire based survey was developed and self-administered to 226 middle managers in Algerian manufacturing organizations (AMOs). The results of this study indicated that group culture and adhocracy culture positively affect the IACC. Furthermore, the findings of this study show support for the mediating roles of self-efficacy and personally valence in the relationship between OC and IACC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20readiness%20for%20change" title="individual readiness for change">individual readiness for change</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20commitment%20to%20change" title=" individual commitment to change"> individual commitment to change</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20culture" title=" organisational culture"> organisational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20organisations" title=" manufacturing organisations"> manufacturing organisations</a> </p> <a href="https://publications.waset.org/abstracts/24908/the-mediating-effect-of-individual-readiness-for-change-in-the-relationship-between-organisational-culture-and-individual-commitment-to-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24908.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">503</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">269</span> Brain Computer Interface Implementation for Affective Computing Sensing: Classifiers Comparison</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ram%C3%B3n%20Aparicio-Garc%C3%ADa">Ramón Aparicio-García</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20Ju%C3%A1rez%20Gracia"> Gustavo Juárez Gracia</a>, <a href="https://publications.waset.org/abstracts/search?q=Jes%C3%BAs%20%C3%81lvarez%20Cedillo"> Jesús Álvarez Cedillo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A research line of the computer science that involve the study of the Human-Computer Interaction (HCI), which search to recognize and interpret the user intent by the storage and the subsequent analysis of the electrical signals of the brain, for using them in the control of electronic devices. On the other hand, the affective computing research applies the human emotions in the HCI process helping to reduce the user frustration. This paper shows the results obtained during the hardware and software development of a Brain Computer Interface (BCI) capable of recognizing the human emotions through the association of the brain electrical activity patterns. The hardware involves the sensing stage and analogical-digital conversion. The interface software involves algorithms for pre-processing of the signal in time and frequency analysis and the classification of patterns associated with the electrical brain activity. The methods used for the analysis and classification of the signal have been tested separately, by using a database that is accessible to the public, besides to a comparison among classifiers in order to know the best performing. <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=interface" title=" interface"> interface</a>, <a href="https://publications.waset.org/abstracts/search?q=brain" title=" brain"> brain</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20interaction" title=" intelligent interaction"> intelligent interaction</a> </p> <a href="https://publications.waset.org/abstracts/27725/brain-computer-interface-implementation-for-affective-computing-sensing-classifiers-comparison" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27725.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">388</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">268</span> How Different Are We After All: A Cross-Cultural Study Using the International Affective Picture System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manish%20Kumar%20Asthana">Manish Kumar Asthana</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Bundis"> Alicia Bundis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahn%20Xu"> Zahn Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Braj%20Bhushan"> Braj Bhushan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite ample cross-cultural studies with emotional valence, it is unclear if the emotions are universal or particular. Previous studies have shown that the individualist culture favors high-valence emotions compared to low-valence emotions. In contrast, collectivist culture favors low-valence emotions compared to high-valence emotions. In this current study, Chinese, Mexicans, and Indians reported valence and semantic-contingency. In total, 120 healthy participants were selected by ethnicity and matched for age and education. Each participant was presented 45 non-chromatic pictures, which were converted from chromatic pictures selected from International Affective Picture Database (IAPS) belonging to five-categories, i.e. (i) less pleasant, (ii) high pleasant, (iii) less unpleasant (iv) high unpleasant (v) neutral. The valence scores assigned to neutral, less-unpleasant, and high-pleasant pictures differed significantly between Chinese, Indian, and Mexicans participants. Significant effects demonstrated from the two-way ANOVAs, confirmed main significant effects of valence (F(1,117) = 24.83, p =0.000) and valence x country (F(2,117) = 2.74, p = 0.035). Significant effects emerging from the one-way ANOVAs were followed up through Bonferroni’s test post-hoc comparisons (p < 0.01). This analysis showed significant effect of neutral (F(2,119) = 6.50, p =0.002), less-unpleasant (F(2,119) = 13.79, p =0.000), and high-unpleasant (F(2,119) = 5.99, p =0.003). There were no significant differences in valence scores for the less-pleasant and more-pleasant between participants from three countries. The IAPS norms require modification for their appropriate application in individualist and collectivist cultures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20difference" title="cultural difference">cultural difference</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20processing" title=" affective processing"> affective processing</a>, <a href="https://publications.waset.org/abstracts/search?q=valence" title=" valence"> valence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-chromatic" title=" non-chromatic"> non-chromatic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20affective%20picture%20system%20%28IAPS%29" title=" international affective picture system (IAPS)"> international affective picture system (IAPS)</a> </p> <a href="https://publications.waset.org/abstracts/120084/how-different-are-we-after-all-a-cross-cultural-study-using-the-international-affective-picture-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120084.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">140</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">267</span> Affective (And Effective) Teaching and Learning: Higher Education Gets Social Again</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Zizka">Laura Zizka</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaby%20Probst"> Gaby Probst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Covid-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to hy-flex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</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=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/142689/affective-and-effective-teaching-and-learning-higher-education-gets-social-again" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142689.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">117</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=affective%20map&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=affective%20map&page=3">3</a></li> <li class="page-item"><a class="page-link" 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