Search results

This paper aims to develop a comprehensive model on intra- and interpersonal emotion regulation (ER) in hospitality and tourism (H&T) service encounters.

A critical review and reflection of ER research from multiple disciplines was conducted. Methodologies appropriate for investigating ER were also reviewed.

A comprehensive framework was proposed to outline key influential factors, processes and consequences of intra- and interpersonal ER in service encounters in the H&T industry. Methodologies integrating advanced tools were suggested to measure complex and dynamic emotion generation and regulation processes in social interactions from a multimodal perspective.

The researchers developed a comprehensive conceptual model on both intra- and interpersonal ER based on a critical review of the most recent psychological research on ER. Various theoretical and methodological considerations are discussed, offering H&T scholars a solid starting point to explore dynamic emotion generation and regulation processes in complex social settings. Moreover, the model provides future directions for the expansion of ER theories, which have been mostly developed and tested based on laboratory research.

The proposed model addresses two critical issues identified in emotion research in the H&T field: the lack of a dynamic perspective and the neglect of the social nature of emotions. Moreover, the model provides a roadmap for future research.

The study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings?

A total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration.

The study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone.

Despite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.

This study aims to identify the determinants of customer disengagement (CD) and negative customer engagement (NCE) behaviours following service failure.

This study distributed a survey on negative service experiences to 404 customers in Vietnam and analysed the data using structural equation modelling.

Based on the findings, this paper developed a comprehensive model of the determinants of CD and NCE behaviours. CD manifests as “neglect”, while NCE manifests as vindictive, third-party and online complaints and negative word of mouth. The key drivers of CD and NCE are negative expectancy disconfirmation and perceived injustice, mediated by customer outrage. A novel finding is that self-efficacy and risk-taking traits enhance NCE behaviours. Vietnamese customers tend to adopt less confrontational NCE behaviours.

The findings provide brand managers with insights into unfavourable customer responses to service failure, including CD and NCE behaviours. Customers in Vietnam were predominantly found to disengage. Fulfilling the firm’s promises and treating customers fairly are paramount for preventing customer outrage, CD and NCE.

This study identifies the determinants of CD and NCE, namely, disconfirmation of service quality expectations and perceived injustice, in the context of an emerging market.

Parents of children with intellectual and developmental disabilities are frequently given news that is difficult to hear and can be very traumatic. Whether receiving an initial diagnosis for their baby or learning about guardianship options for their adult child, emotional reactions almost always occur, especially because of the interdependent relationship they have with their child. These emotions likely impact the meaning parents give to information and decisions they make for their children throughout their lives. Medical, education, and other support providers sometimes assume parents can objectively receive information that frequently is communicated in a technical and clinical way. They may not give parents the time to emotionally process what they have learned, limiting their ability to care for their child. This chapter presents the results from a series of focus groups with 21 parents of children with intellectual and developmental disabilities of varying ages. The participants discussed their emotional reactions to information communicated to them about medical, educational and social concerns related to their children. In addition, they discussed how emotions impacted their information processing and sensemaking as they gave meaning to what they learned. Analysis of the results identified eight emotion-based information processing and sensemaking themes that are described in detail. The discussion section provides an enhanced explanation for emotion's role in parental information processing and sensemaking. In addition, recommendations for providers communicating emotional information to parents are provided.

This chapter uses cognitive psychology to understand how individuals deal with negative emotions using coping strategies. It discusses the coping process and reviews three current debates about cognitive appraisal theory, coping and emotion regulation. The use of coping strategies in tourism, services and business management is presented to understand different stakeholders' responses to negative emotions. The literature discusses various elements (antecedents, coping strategies, coping consequence) for emotion coping process and the chapter summarises a synthesised conceptual framework for emotional coping based on the cognitive appraisal theory. The framework is used to examine coping in the context of COVID-19. The chapter concludes with future research opportunities in this subject area.

Emotion is a key cognitive process that is central to being human. This chapter discusses various psychological approaches to understand emotions and introduces cognitive appraisal theory and its appraisal dimensions. By reviewing recent studies on emotions, this chapter recognises the theory as one of the most promising ones to advance research on emotions. The significance of appraisal theory for tourism is in the ability to explain why the same stimulus can generate different emotions in different people or in the same person at different times. Cognitive appraisal theory is able to assist in the prediction of emotions and subsequent behaviour. This chapter concludes by outlining potential topics where the theory can be particularly useful in tourism.

This study aims to discern and refine the role of emotional intelligence (EI) in the development of customer orientation among banking employees in Morocco. This analysis seeks to enhance understanding about the significance of this emotional skill within the Moroccan banking sector.

The research embraces an interpretivist philosophical perspective to gain insight into the subjective meanings and experiences of study participants. The methodology employed is qualitative, involving data collected from semi-structured interviews conducted with 21 front-office bank employees. The analysis of the data was conducted through employing thematic analysis.

The findings of this study conclude that emotional intelligence fosters and stimulates customer orientation for bank employees. The perception, understanding and effective management of emotions – both those of the contact personnel and their customers – enable employees to better comprehend customer reactions. They experience heightened empathy through the impact of accumulated professional experience, adapt their behaviors according to the emotional state of the customer, maintain a positive relationship with them and ultimately gain their confidence.

This study offers clear theoretical explanations and conceptualizations that have identified and linked pertinent literature on the topic. It focuses on a salient subject, investigating how emotional intelligence influences the customer-oriented behavior of front-office bank employees. Notably, this study represents one of the first attempts to explore this relationship within the Moroccan context. As a result, it contributes to the enhancement of managerial practices and human resource policies, thereby fostering a more productive and harmonious working environment.

Outside of teaching, little knowledge exists about the emotion work of pedagogical professionals, i.e., the emotion work that is performed in kindergartens, residential homes or school counseling. This study addresses this shortcoming by answering the questions (1) how is emotion work experienced and coped with in pedagogical professions? and (2) how does pedagogical professionals’ emotion work relate to burnout?

An exploratory sequential mixed methods approach consisting of an interview and a questionnaire was applied. First, n = 10 interviews were conducted to investigate how emotion work is experienced and managed by pedagogical professionals. Second, hypotheses regarding the relationship between identified resources and burnout were derived and empirically tested in a questionnaire survey with n = 97 participants.

The interviews provided insight into various emotional job demands and resources. Emotion work has been shown to be a key aspect of pedagogical work. Detached concern was identified as an emotion-regulating resource in coping with the resulting emotional job demands. The results of the quantitative phase revealed that pedagogical professionals’ detached concern plays a vital role in preventing burnout.

This study adds new insights to the understanding of emotion work performed in care work professions outside of teaching. The acknowledgement of pedagogical work, as skilled (emotion) work, and the investigation of resources is an important step in improving the working conditions of pedagogical professionals and thus protecting their health and well-being.

In recent years, counterproductive knowledge behavior (CKB) and its types have received increasing interest in knowledge management as the degree of knowledge sharing and innovation in enterprises continues to increase. A rapidly growing number of studies have shed light on the important antecedents and consequences of employees’ CKB. However, the various labels, conceptualizations and operationalizations of CKB have fragmented this body of research. This study aims to systematically integrate the effects of the six types of organizational characteristics on CKB and further draws more general conclusions based on the results of previous studies.

Based on a survey of 103 effect values responsible for 52 CKB samples, the authors use the ABC theory to explore the effects of the six types of organizational characteristics on CKB. Moderator analysis were performed to resolve inconsistencies in empirical studies and understand the contexts under which CKB has the strongest or weakest effect.

The results showed that task interdependence and a positive organizational atmosphere, in general, negatively affect employees’ CKB in the moderation analysis. In contrast, workplace discomfort, negative organizational atmosphere, internal competition and time pressure positively and partly affect employees’ CKB. The direction and magnitude of these effects were affected by emotional factors, knowledge personnel types and sample sources. Discussing the theoretical, methodological and practical implications of these findings can offer a guiding framework for future research.

Better control of employees’ CKB is not achieved by adjusting organizational characteristics alone but by combining personal characteristics and mood changes with it to balance organizational characteristics and CKB. Furthermore, the large-sample joint study integrated the conceptual definition of CKB. The multivariate data study provided more reliable conclusions and a solid theoretical foundation for CKB research areas.