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Regarding how the public regulation of human services is perceived within welfare organizations and how the latter cope with it, the role of emotions (as mediators between structure and agency) proves highly relevant while often being hidden beneath the surface. This article shows how a specific approach to such regulation – here: managerialism – may impact on “emotional regimes” at the organizational and individual level, affecting the attainment of organizational goals and workers' health.

The article primarily draws on multiple qualitative case studies across two welfare sectors (four organizations) in Germany (continuing education/active inclusion; long-term care). The study research was conducted between 2020 and 2022 and based on 36 interviews with caseworkers and managers, focus group interviews and expert dialogues at industry level.

The results suggest that the managerialist regulation of welfare services breeds complex and ambiguous emotional regimes. Business-like management techniques elicit various emotions, affecting the motivational basis of human service work. While the experience of hard challenges may raise positive feelings, coping patterns often put strain on organizations and staff alike. In the short run, related emotional regimes tend to make service delivery proceed smoothly, yet in the long run they may have corrosive effects and problematic repercussions on macro-level developments.

The study highlights the role of emotions in publicly regulated human service settings by intermingling macro- and micro-level processes and thereby broadens the perspective of welfare state research as it reveals the impact of (managerialist) regulation on the dynamic organizational chemistry of such settings.

Targeting the common functions of the Zhejiang Library website, elderly individuals were invited to complete six experimental tasks on the improved website interfaces, and subjective data (PAD emotion scale and usability evaluation) and objective data (eye movement data) were recorded to verify the effects of graphic layout and navigation position on the information-seeking experience of elderly individuals.

This study analyzes the effect of the graphic layout and navigation position of the Zhejiang Library’s website interface on the emotional state, perceived usability and information-seeking time of elderly individuals, with the aim of providing guidance and suggestions for the elderly-oriented reform of the public library website.

The experimental results show that the graphic layout has a significant effect on the emotional state and perceived usability of elderly individuals, and the navigation position has a significant effect on the information-seeking time; the interaction between graphic layout and navigation position exerts a significant effect on the information-seeking time of elderly individuals. The eye movement data show that elderly individuals have a better information-seeking experience when the top navigation bar and image-text matched arrangement are used for the interface layout.

This study adopts a new approach combining subjective data and eye movement data to evaluate the effect of the public library website’s interface layout on the information-seeking experience for older people. The findings can provide a theoretical basis and methodological support for the elderly-oriented reform of public library websites. They can also provide scientific design suggestions for age-friendly interface layouts of other Internet products and service applications.

A makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.

With a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.

Analytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.

The study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.

This study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

The main aim of this study is to examine the effect of virtual store atmospheric factors on impulsive purchasing in the metaverse context.

Grounded in purposive sampling, 451 individuals with previous metaverse experience were recruited to accomplish the objectives of this research. Next, to identify both linear and nonlinear relationships, the data were analyzed using partial least squares structural equation modeling (PLS-SEM) and artificial neural network (ANN) approaches.

The findings underscore the significance of the virtual store environment and online trust in shaping impulsive buying behaviors within the metaverse retailing setting. Theoretically, this study elucidates the impact of virtual store atmosphere and trust on impulsive buying within a metaverse retail setting.

From the findings of the study, because of the importance of virtual shop content, practitioners must address its role in impulse purchases via affective online trust. The study’s findings are likely to help retailers strategize and improve their virtual store presentations in the metaverse.

The discovery adds to the understanding of consumer behavior in the metaverse by probing the roles of virtual store atmosphere, online trust and impulsive buying.

The effectiveness of a message and its attributes have become important for digital media. This study aims to investigate how different elements of a website including both argument-oriented and emotional stimuli based on the elaboration likelihood model (ELM) can affect the issue involvement and change the attitude of the website visitors of a healthcare service provider.

The Ministry of Health and Education (MOHME) website was selected to explore how its content and design can persuade visitors. An online survey was conducted on 355 adults engaging in health protection behaviors during the COVID-19 pandemic.

Structural equation modeling (SEM) analysis showed that one design element, i.e. website navigation and one social cue, i.e. social connectedness, have positive impact on issue involvement, while social presence and website satisfaction have a negative effect on issue involvement because of the random fluctuation suppressor effect. In addition, prior knowledge significantly influenced the issue's involvement. Further, website satisfaction has impacted attitudes directly. There was no significant relationship between argument quality and issue involvement.

Previous works have studied health-related behaviors in offline contexts; however, the scholars have not focused on the individuals' persuasion using ELM regarding the healthcare services provided in online communities. The results of the current study have theoretical and practical implications for scholars, website designers and policymakers.

The purpose of this paper is to examine the behavior of self-disclosure among Saudi women and men in an attempt to understand gender differences in language. The study also gives insights about the cultural norms and how they affect language production.

The author utilized Levi-Belz and Kreiner's (2019) three-dimensional tool of self-disclosure; namely, the HOW MUCH dimension, the WHAT dimension and the HOW dimension. The HOW MUCH dimension is measured through word count of self-disclosure and the duration of self-disclosure in spoken discourse. The WHAT dimension is measured through analyzing the topics, emotions and social actors that are discussed during self-disclosure episodes. The HOW dimension is measured through examining the acoustic features of self-disclosure such as intonation, loudness and fluency.

Saudi women tend to engage in more self-disclosure than Saudi men, and their self-disclosure tends to be longer and more detailed. Women also tend to use more intonation variability and softer loudness, reflecting the cultural norms of politeness and reservation. Both genders tend to use similar frequencies of positive and negative emotion words in their self-disclosure, with positive emotion words correlating more with personal self-disclosure and negative emotion words with self-disclosures about loss, failure, conflict, rejection and uncertainty. The data also show that the use of reflective verbs leads to more authentic and empathetic communication and that pronoun use correlates with the type of emotional experience being discussed.

This study has limitations due to a small sample size. Future research should use larger and diverse samples to explore self-disclosure in Saudi televised interviews comprehensively. The study focused solely on televised interviews; future research can examine self-disclosure across various media platforms. Findings have practical implications for Saudi media and policymakers. Understanding self-disclosure in interviews can guide content creation, fostering open communication. Presenters consciously act as role models, influencing Saudi youth, emphasizing the role of positive self-presentation.

This study utilized Levi-Belz and Kreiner's (2019) three-dimensional tool of self-disclosure in a way that could be used for other languages and cultures. The study examines the Saudi cultural norms in self-disclosure, which has never been tackled before.

The development of digital technology and digital resources have influenced one’s reading habits. This paper aimed to study undergraduate students' reading in digital sphere at universities in Vietnam.

A focus group study with 31 undergraduate students of six groups at six public universities was conducted to get their perspectives on reading preference, strategies, effectiveness and psychological factors influencing reading ability.

The results confirmed that bachelor students' reading preference for document formats depended on their reading purposes. They used different reading strategies for digital and traditional reading, for instance, keyword searching, taking note, skimming, scanning, need-based reading, selective reading, comparison, evaluation and criticism. Students had faster reading speed for digital texts; however, they had better concentration and memorization in printed documents. When students have motivation, good attitudes and emotion, they could be motivated to read more.

These findings were useful in enhancing the understanding of digital reading competence and help stakeholders find out solutions to improve reading capacity of Vietnamese students in digital space.

This paper aims to explore and review the potential of robotic rehabilitation as a treatment approach for Alzheimer’s disease (AD) and its impact on the health and quality of life of AD patients.

The present discourse endeavors to provide a comprehensive overview of extant scholarly inquiries that have examined the salience of inhibitory mechanisms vis-à-vis robotic interventions and their impact on patients with AD. Specifically, this review aims to explicate the contemporary state of affairs in this realm by furnishing a detailed explication of ongoing research endeavors. With the objective of elucidating the significance of inhibitory processes in robotic therapies for individuals with AD, this analysis offers a critical appraisal of extant literature that probes the intersection of cognitive mechanisms and assistive technologies. Through a meticulous analysis of diverse scholarly contributions, this review advances a nuanced understanding of the intricate interplay between inhibitory processes and robotic interventions in the context of AD.

According to the review papers, it appears that implementing robot-assisted rehabilitation can serve as a pragmatic and effective solution for enhancing the well-being and overall quality of life of patients and families engaged with AD. Besides, this new feature in the robotic area is anticipated to have a critical role in the success of this innovative approach.

Due to the nascent nature of this cutting-edge technology and the constrained configuration of the mechanized entity in question, further protracted analysis is imperative to ascertain the advantages and drawbacks of robotic rehabilitation vis-à-vis individuals afflicted with Alzheimer’s ailment.

The potential for robots to serve as indispensable assets in the provision of care for individuals afflicted with AD is significant; however, their efficacy and appropriateness for utilization by caregivers of AD patients must be subjected to further rigorous scrutiny.

This paper reviews the current robotic method and compares the current state of the art for the AD patient.

This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.

A double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.

The findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.

This study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.