Patients’ emotional bonding with MHealth apps: An attachment perspective on patients’ use of MHealth applications

While mobile health applications (mHealth apps) have attracted considerable practical and research attention in recent years, very few information systems (IS) studies have ever investigated patients’ use of mHealth apps. We draw insights from attachment theory, which states that when individuals experience fatigue or stress, they tend to develop affectionate bonds with objects that attend to their needs. Our study provides an evolutionary view on how patients’ attaining satisfaction of their basic needs through using mHealth apps leads to their emotional bonding with the mHealth apps and consequently contributes to their overall well-being. We surveyed 113 patients who used an mHealth app for hospitalization and discharge advice and education. We found that (a) patients’ emotional bonding with the apps mediated the impacts of autonomy and relatedness needs satisfaction on their well-being in terms of enhanced IT-enabled self-esteem and reduced post-surgery physical symptoms; and (b) autonomy need satisfaction positively and negatively moderated the impacts of competence and relatedness needs satisfaction, respectively, on patients’ emotional bonding with mHealth apps. Our findings not only contribute to the technology use literature and extend the interpretation of attachment theory in the IS field, but also yield practical insights for managers and developers who work in the mHealth industry.     

Getting in touch with our feelings: the emotional geographies of gender relations in PETE

This paper attempts to illustrate how embodied ways of knowing may enhance our theoretical understanding within the field of physical education teacher education (PETE). It seeks to illustrate how teacher educators’ viewpoints and understanding of gender relations are inevitably linked to socially constructed webs of emotions, as much as to intellectual rationales. Indeed, the paper argues for the need for PETE research to transcend the dualistic divide of reason/emotion.

It builds upon interview data from an investigation interested in illuminating the ways in which teacher educators develop their professional identities, using the lenses of gender equal opportunities and equity to examine the degree to which identities reflect ‘managerial’ or ‘democratic’ professional projects. In particular it analyses the way in which ‘gender talk’ seems to evoke strong emotional reactions, often ‘negative’ feelings, while at the same time, gender equity concerns remain on the periphery of the discipline, despite increasing research evidence which reveals damaging discriminatory learning environments. By using Hargreaves (2000) concept of ‘emotional geographies’ the paper contends that ‘negative emotions’ about gender issues are currently hegemonic on account of today's configurations of human relations in PETE, because the discipline's feeling rules construct ‘negative feelings’ as being reasonable. Acknowledging that professional identities are on-going projects, and that feeling rules can be re-configured, the paper also seeks to illustrate how competing emotions may in the future lead to gender equality assuming a new role in PETE's ‘regimes of truths’.     

小议索绪尔《普通语言学教程》中比喻的应用特色

索绪尔对于语言学理论的精准认识令人惊叹。这从他对语言学中几个重要概念的掌握可见一斑。索绪尔从来不轻易忽略每一个细小的语言点,而且深入浅出,凸显大家风范。在这里,索绪尔用面向大众的平民阐释法---比喻,来化抽象复杂为具体简明,足显其对求知者的平易近人。本文拟对索绪尔著作中比喻的应用特色进行分析,阐述索绪尔比喻上的情感关照意识。     

Mapping the terrain of person-centered supportive conversations

ABSTRACT

This study explores the conversational terrain of supportive conversations that vary in person centeredness (PC). Our team transcribed and unitized 223 conversations in which a discloser talked about an upsetting event to a listener trained to exhibit either low (LPC), moderate (MPC), or highly person-centered (HPC) comfort. Each utterance was coded for PC with a modified version of the traditional nine-level hierarchy. HPC-coded turns comprised 24% of HPC conversations, while LPC-coded turns comprised almost half of LPC conversations. Over 95% of turns in MPC conversations were classified as MPC. Additionally, turn-level coding and global ratings of PC differentially predicted outcomes. We discuss the implications of these conversational profiles in the context of how the PC content of conversations might aid in cognitive reappraisal.     

多模态数据下混合协作学习者情感投入分析

情感投入在混合协作学习中发挥重要作用,厘清其作用机制是当前亟待解决的问题。混合协作学习场景下多模态情感计算技术的支持为更加精准地分析学习者情感投入提供了可能。文章从情感数据的多模态融合、情感发生的情境解释、情感状态的动态变化、情感发展的层级建构和情感反馈的调节干预五个层面构建了混合协作学习者情感投入的研究框架,并从改善混合协作学习过程和探索混合协作学习规律出发,阐述了混合协作学习者情感投入的分析路径。一方面,融合多模态数据,输出可视化的情感状态识别结果;根据环境、认知、行为、动机及任务等因素,进行情感归因;预防情感危机,采取反馈与调节措施。另一方面,探索情感投入与人际互动、学习资源、认知发展的关系,以期揭示混合协作学习的内在规律。     

Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context

Cognitive self-regulation is assumed to foster teachers' occupational well-being (their level of emotional exhaustion and job satisfaction), which directly impacts the quality of their work. We investigated (1) the factor structure of teachers' cognitive self-regulation, (2) whether self-regulation fosters teachers' job satisfaction by reducing emotional exhaustion, and (3) whether this relationship is moderated by gender and school track. Structural equation modeling (N = 664 German secondary mathematics teachers) confirmed the hypothesized second-order factor structure of teacher self-regulation. The positive effect of cognitive self-regulation on job satisfaction is mediated by emotional exhaustion and can be generalized across gender and school track.     

Childhood trauma and suicide risk in a sample of young individuals aged 14–35 years in southern Brazil

Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals.     

The impact of Virtual Reality on the awareness of teenagers to social and emotional experiences of immigrant classmates

The current study examined the use of VR (Virtual Reality) and its affect on the degree of awareness of 178 seventh and eighth graders to the emotional and social experiences of a new immigrant during his or her first months in the adoptive country. Students native to the adoptive country were divided into two groups: an experimental group, which tried out VR worlds designed to simulate the emotional and social feelings and experiences of a new immigrant teen, and a control group which viewed a movie on the same subject. In addition, we have examined another group of teen immigrants who provided us with a benchmark of the degree of awareness to be measured. Their responses were compared to those of native teenagers of the adoptive country. All the subjects responded to an awareness questionnaire before and after the experiment (Sever 1977), and had a personal interview before and after the experiment as well. The results indicate that the experience of a VR simulated emotional and social experiences of a recent immigrant teen has intensified the emotional and social awareness of the experiment group while the movie intensified the social feelings only in the control group.     

Pneumatic active suspension system for a one-wheel car model using fuzzy reasoning and a disturbance observer

This paper presents the construction of a pneumatic active suspension system for a one-wheel car model using fuzzy reasoning and a disturbance observer. The one-wheel car model can be approximately described as a nonlinear two degrees of freedom system subject to excitation from a road profile. The active control is composed of fuzzy and disturbance controls, and the active control force is constructed by actuating a pneumatic actuator. A phase lead-lag compensator is inserted to counter the performance degradation due to the delay of the pneumatic actuator. The experimental result indicates that the proposed active suspension improves much the vibration suppression of the car model.     

浅谈正确利用情感因素促进英语教学

本文通过对学习理论中情感因素焦虑、抑制和动机的分析,从四方面论述了如何正确利用情感因素,促进英语教学.