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The purpose of this paper is to explore the role that the emotional expressions (i.e. emotional masking and emotional sharing) of students play in fostering positive implicit abilities, as indicated by learning, interpersonal skills and the ability to acquire a supervisor’s support. By introducing a new theory of creative expressiveness, the authors have further examined whether college students’ creative thinking is significantly associated with their emotional expression.

This paper establishes a conceptual framework to map the relationships between students’ emotional expressions, their implicit abilities and their creative abilities. Scale measures of these constructs were built, and a total of 400 questionnaires were distributed at universities in Hefei and Nanjing. Finally, ordinary least squares estimations were conducted to provide quantitative estimations.

The empirical results show that emotional sharing is significantly positive for college students’ implicit and creative abilities, while emotional masking is negatively related to students’ implicit abilities and creativity. Moreover, the effects of emotional sharing by college students on their creative abilities are partially mediated by students’ implicit abilities.

It is necessary to emphasize emotional sharing in education and to create a friendly atmosphere for students, in which they can feel comfortable expressing themselves in class. Likewise, students should learn to improve their expressive abilities, particularly how to express and share their inner feelings and emotions, since this will contribute to their creative thinking.

It is increasingly being recognized in organizational science that emotions and the way they are experienced and expressed by employees in work environments have fundamental impacts on work-related outcomes. However, limited attention has been given to the impacts of emotional expression on students’ learning performances and creativity abilities, especially in the Chinese context where students are more reluctant to express their emotions and ideas. Thus, by introducing a new theory of creative expressiveness to examine the benefits of emotional expression for students’ implicit abilities and creative thinking, the authors have sought to extend prior research on the cultivation of college students’ creative abilities.

Emotion and rationality are considered by many practitioners to be mutually exclusive concepts as encapsulated in the generally held belief that there is no place for emotions in today’s rational, task‐oriented work environments. Illustrates that emotions and their expression are, in fact, controlled and managed in organizations by a wide range of formal and informal means, ensuring that certain emotions are expressed while others are suppressed. Very often, employees are expected to conform to these expectations about emotional display even when they conflict with inner feeling. When this conflict results in individuals suppressing genuine emotion or expressing fake emotion, the work or effort involved in doing so is termed “emotional labour”. Demonstrates how emotional labour, which can have both functional and dysfunctional consequences for the individual and their organizations, is not restricted to interactions at the customer‐organization interface, but is becoming increasingly prevalent within all organizational communications.

This paper aims to evaluate the literature on emotional labour in the health‐care sector and the benefits and costs of such performance for both the carer and the patient. The aim is to develop a new health care model of emotional labour that has implications for health‐care management in terms of policy and education as well as for future research in this field.

A new model to explain the antecedents and consequences of emotional labour within a health‐care setting is developed that builds on existing research.

The model distinguishes between types of emotional conflict to which emotional labour‐inducing events in health‐care settings might lead. The negative and positive consequences, specific to health‐care settings, of emotional labour performance are also outlined.

Emotional labour should be formally recognised as a key skill in facilitating the patient journey, with emotional skills being taught in innovative ways outside the formal classroom setting. Health‐care professionals should be offered training on coping with the effects of emotional labour performance. Finally, more research should be carried out to further develop the model, particularly in identifying causes of emotional labour within health‐care settings and in differentiating the effects that different kinds of emotional labour performance might have.

The paper draws together previous research on emotional labour within health‐care settings to develop a coherent model that can be used to guide future research and practice.

The purpose of this paper is to provide information for non-specialists on identifying the characteristics, assessment and support needs of people with intellectual disabilities (ID) accessing mainstream services.

A review of relevant policy and research literature is supplemented with observations from the authors’ own experience of working in mental health services for people with ID.

With change in provision of services the likelihood of mainstream staff encountering someone with ID will increase. However, information on whether a person has ID or their level of ID is not always available to professionals in acute mental health services meeting an individual for the first time. Reliance on observational and interview-based assessments can leave people with ID vulnerable to a range of over- and under-diagnosis issues. This is as a result of difficulties with communication and emotional introspection, psychosocial masking, suggestibility, confabulation and acquiescence. For people with poor communication, carers will be the primary source of information and their contribution has to be taken into account.

Knowing or suspecting an individual has ID allows staff to take into account the various assessment, diagnosis and formulation issues that complicate a valid and reliable understanding of their mental health needs. Awareness about an individual’s ID also allows professionals to be vigilant to their own biases, where issues of diagnostic overshadowing or cognitive disintegration may be important considerations. However, understanding some of the practical and conceptual issues should ensure a cautious and critical approach to diagnosing, formulating and addressing this population’s mental health needs.

This synthesis of a review of the literature and observations from the authors’ experience of working in mental health services for people with ID provides an informed and practical briefing for those encountering people with ID accessing mainstream services.

This chapter introduces the concept of “competency labor” and illustrates its important role in organizational life for both researchers and practitioners. In the contemporary workplace environment individuals face increasing expectations of competence. However, demonstrating competence is no simple task – rather, to demonstrate competence requires a concerted effort in terms of individuals’ affect, cognition, and behavior. Accordingly, new models are needed that can explain these emergent processes. The present work integrates the literatures related to emotional labor and impression management, and builds a theory-based framework for investigating the processes (affective, cognitive, and behavioral) of making desired impressions of competency at work and how these processes impact critical individual and organizational outcomes. Our conceptual model proposes how growing demands in the workplace for individuals to display competence affect how they think, feel, as well as act. In sum, our work advocates that a new research stream is needed to better understand the “competency labor” phenomenon and its theoretical as well as practical implications.

The purpose of this study is to explore an under‐researched, emotion‐focused influence tactic, strategic emotional display, and its interpersonal and career outcomes.

The authors collected data from 258 matched supervisor‐subordinate dyads in a Chinese sample.

The results indicate that individuals who use positive emotions in social influence tend to enhance their access to network resources and career growth potential, and those who use negative emotions in social influence tend to erode their network resources and hinder career growth potential.

A major limitation of the research is that the authors collected data on both strategic emotional display and network resources from the same source at the same time. Supporting prior research, the results indicate that individuals do use emotional expression as a social influence tactic at work, and that different emotion‐focused influence tactics are associated with different outcomes. The study makes evident the need to integrate the emotion and the social influence literature.

The results of the study indicate that employees may need to develop greater awareness of their own emotions, and cultivate the ability to convey emotional cues to others effectively. It also appears that individuals need to be selective in their use of emotion‐focused influence tactics.

The paper integrates social influence and emotion research, and focuses on a ubiquitous yet overlooked influence tactic, strategic emotional display, and shows evidence that it is associated with interpersonal and career outcomes.

Purpose – We use data from the United States and Finland, a literature review, and historical analysis to understand the concept and role of cool within global consumer culture.

Methodology/approach – This is a conceptual review and qualitative analysis of data from depth interviews, journals, and online discussion groups in two U.S. locations and one Finnish location.

Findings – Cool is a slang word connoting a certain style that involves masking and hiding emotions. As cool diffuses we find that it is both distilled and diluted. The concept itself has also evolved. What was once a low-profile means of survival and later a youthful rebellious alternative to class-based status systems has become commoditized.

Research limitations/implications – The study has been conducted in two cultures with a limited range of ages thought to be most susceptible to the appeal of being cool.

Practical limitations/implications – Marketers may not yet have exploited cool as effectively as they have exploited sex, but mainstream consumers now look for cool in the marketplace more than within themselves. The result is a continuous race to offer the next cool thing.

Originality/value of chapter – It is argued that coolness is a new status system largely replacing social class, especially among the young.

Emotional appraisal is an act of sense making: What does a particular event mean for me? It is not the event itself – but rather an individual's subjective evaluation of the event – that elicits and shapes emotions (Scherer, 1997b). Thus, appraisal is the crucial first step in the emotion process, and describes how we attend, interpret and ascribe meaning to a given event or stimulus. First, emotional appraisal requires attention; given cognitive limits, we must prioritize which events are even worthy of our notice. Second, we must code the event, interpreting its meaning, and in particular its implications for the self (Mesquita & Frijda, 1992). If another person in a team environment is being rude, how one interprets the personal significance of this behavior may change significantly the emotional response – for example, whether the rude individual is a teammate, a customer, a supplier, or a competitor, and whether the rude behavior is directed at an innocent bystander or an instigator. Likewise, a bear approaching a campsite may elicit fear, but the same bear in a zoo could result in delight. Often the cognitive evaluation of stimuli associated with emotional appraisal occurs so quickly and automatically, before our conscious awareness, that we may be unaware of this individual component of the unfolding process. However, even in such cases, we can see the role of appraisal processes by examining, for example, how emotional reactions change over time and vary from person to person. An event that may have caused great embarrassment during youth might in adulthood leave one unfazed, and an event that makes one person angry might make another person sad. Indeed, it can be the lack of conscious awareness of the appraisal process – and the sense that appraisal is clear and lacking a subjective interpretive lens – that prevents individuals from questioning and evaluating it. This results in a particular challenge to reconciling colleagues’ often vastly differing emotional appraisals.

COVID-19’s influence on the teaching profession will be felt for many years as teachers faced experiences that they have never encountered. The pandemic forced already taxed teachers to assume additional responsibilities, many of which they were not prepared to deal with. The result was an exodus of teachers from the profession, and those who remained reported challenges that impacted their personal and professional lives. The authors describe the effects on teachers and the impact that this had on them, including reasons why many departed from teaching. In closing, the authors offer recommendations to teacher preparation programs, districts, and schools.

This study explores how emotional intelligence, customer orientation, deep acting and surface acting influence job satisfaction among middle managers in their interactions with customers, colleagues and business partners. By examining these factors, we aim to provide insights into their collective impact on job satisfaction and interpersonal dynamics within organizational contexts.

By involving 95 middle managers at Indonesian Internet service providers as respondents, this research used a questionnaire to collect data. Next, the data were analyzed using the partial least square-structural equation modeling (PLS-SEM) technique, which evaluated measurement models and structural models. A total of twelve hypotheses were tested in this study.

This study found that customer orientation does not have a significant effect on deep acting, thereby nullifying its indirect effect on job satisfaction. Conversely, it's demonstrated that both deep acting and surface acting serve as partial mediators in the relationship between emotional intelligence and job satisfaction. Furthermore, surface acting emerges as a partial mediator in the connection between customer orientation and job satisfaction.

By exploring the relationship between customer orientation, emotional intelligence and job satisfaction among employees, this study seeks to reveal novel insights. The study examines the impact of these critical elements, which are necessary for middle managers to effectively manage their emotions and cultivate significant connections, on their overall job satisfaction and interpersonal dynamics in their diverse responsibilities.