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With the advent of increasingly sophisticated AI, the nature of work in the service frontline is changing. The next frontier is to go beyond replacing routine tasks and augmenting service employees with AI. The purpose of this paper is to investigate whether service employees augmented with AI-based emotion recognition software are more effective in interpersonal emotion regulation (IER) and whether and how IER impacts their own affective well-being.

For the underlying study, an AI-based emotion recognition software was developed in order to assist service employees in managing customer emotions. A field study based on 2,459 call center service interactions assessed the effectiveness of the AI in augmenting service employees for IER and the immediate downstream consequences for well-being relevant outcomes.

Augmenting service employees with AI significantly improved their IER activities. Employees in the AI (vs control) condition were significantly more effective in regulating customer emotions. IER goal attainment, in turn, mediated the effect on employee affective well-being. Perceived stress related to exposure to the AI augmentation acted as a competing mediator.

Service firms can benefit from state-of-the-art AI technology by focusing on its capacity to augment rather than merely replacing employees. Furthermore, signaling IER goal attainment with the help of technology may provide uplifting consequences for service employee affective well-being.

The present study is among the first to empirically test the introduction of an AI-fueled technology to augment service employees in handling customer emotions. This paper further complements the literature by investigating IER in a real-life setting and by uncovering goal attainment as a new mechanism underlying the effect of IER on the well-being of the sender.

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

The purpose of this paper is to examine the psychological influence that the presence of music has on consumers’ evaluations of the service environment. Specifically, it investigates how emotion regulation processes and the impact of emotions/mood are linked to consumers’ evaluation of service and product quality.

An exploratory study was conducted using industry professionals in order to garner insight about the value of music and its benefits in the service environment. A field experiment was then conducted to test hypotheses.

Industry professionals offer implicit theories about the value of music. Specifically, they propose that music can be used to help customers regulate emotions and improve mood, enhance the customer experience and help in attracting new consumer segments. Results from the field experiment found that those exposed to music were likely to improve mood, express more favorable evaluations of the service and product quality of the establishment, as well as exhibit stronger intentions to continue to patronize the establishment.

Using live music in the service environment can be beneficial to organizations by improving customers’ emotional/psychological status as well as their evaluation of the consumption experience.

This research contributes to the existing literature by demonstrating how emotion regulation processes and the impact of emotions/mood are linked to consumers’ evaluation of service and product quality. Also, support for mood congruency judgment is found. Participants in the field study who had been exposed to music indicated that they made efforts to improve their mood and subsequently had more favorable judgments of service and product quality.

Purpose: The emotions that accompany failure, in and of organizations, and their consequences have been researched in multiple domains of management, but comparative approaches have seldom been attempted. The failure of organizations to survive has been a common occurrence over centuries, particularly in the modern era of start-ups, innovation, and political, economic, and environmental turbulence. With the advent of the COVID-19 pandemic, failure at many levels of society, including the organizational and individual, has increased significantly and produced even more intense emotions. Study Design/Methodology/Approach: For this conceptual chapter, literature from many disciplines was consulted on failure in organizations, and the emotions it elicit, including studies on the process of failure as well as its outcomes. Findings: Failing and failure are likely to evoke negative emotions, with negative consequences for the actor. However, positive emotions can also occur, and a matrix of emotional valence and consequences presents an intriguing set of possibilities. The dimensions of emotions (valence, intensity, duration, and frequency) interact with a wide range of contributing factors (salience, personality, identity, emotional intelligence, emotional regulation, prior experience of failure, and context) in producing the emotions of failure and their consequences. Originality/Value: This chapter contributes to the literature by explicating the types of emotions that emanate during and after failure across many domains of management research, their dimensions and contributing factors, and the consequences for the individual actor. The model of the emotions of failure that is presented here assembles a wider variety of elements than prior research has offered. We indicate avenues for further research as we approach an era of even more demanding challenges.

A psychiatric population (n=123) was examined on how music preferences had changed after the onset of a mental disorder. Most patients did not change their previous music preference; this group of patients considered music helpful for their mental state, showed more attractivity and enforcement as personality traits and used music more for emotion modulation. Patients who experienced a preference shift reported that music had impaired them during the time of illness; these patients showed less ego-strength, less confidence and less enforcement and used music less for arousal modulation. A third subgroup stopped listening to music completely after the onset of the mental disorder; these patients attribute less importance to music and also reported that music had impaired their mental state. They showed more ego-strength and used music less for emotion modulation. The results suggest that the use of music in everyday life can be helpful as an emotion modulation strategy. However, some patients might need instructions on how to use music in a functional way and not a dysfunctional one. Psychiatrists and psychotherapists as well as music therapists should be aware of emotion modulation strategies, subjective valence of music and personality traits of their patients. Due to the ubiquity of music, psychoeducative instructions on how to use music in everyday life plays an increasing role in the treatment of mental illness.

The purpose of this conceptual paper is to integrate two previously disparate areas of research: mindfulness and the entrepreneurial process. This present study conceptualizes the impact of mindfulness on the choices entrepreneurs face. Specifically, the research theorizes the positive effects of mindfulness on the opportunity recognition process, including evaluation of entrepreneurs. Furthermore, we propose that metacognition mediates this relationship, and emotional self-regulation moderates it. This conceptual research also suggests that mindfulness is positively related to the ethical decision-making and opportunity recognition and evaluation. Finally, compassion is proposed as a factor that mediates the relationship between mindfulness and ethical choices in opportunity recognition.

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.