Search results

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

Drawing on social learning theory, the purpose of this paper is to explore the mediational effect of affective commitment on the relationship between responsible leadership and intention to quit.

This study applied a two-step process of the structural equation modelling technique to test the proposed hypothesised model. A web-based survey was administered to collect data targeting a sample of 200 full-time Australian employees.

The results suggest that responsible leadership significantly influences employees’ affective commitment and their intention to quit. As predicted, both responsible leadership and affective commitment negatively influenced intention to quit. Notably, the direct influence of responsible leadership on intention to quit was found to be partially mediated by employees’ affective commitment.

This study shows how leaders can expect to reduce employees’ intention to quit by leading responsibly through valuing employees’ affective commitment.

This study makes a unique contribution to responsible leadership literature by linking it with social learning theory. Moreover, there are only a handful of studies examining responsible leadership and its influence on employees’ behavioural outcomes. This study extends the limited understanding of responsible leadership and its relationship with affective commitment and intention to quit.

This paper aims to understand the nature of affective experiences that can help women to overcome perceived socio-cultural constraints and stimulate entrepreneurship. The paper focuses on rural poor women in India as they represent cultural contexts rich with impediments while also presenting an opportunity for socio-economic development.

A qualitative study with interpretative phenomenological analysis was conducted with participants from women-owned and -managed crafts-based cooperative entrepreneurial ventures from the state of Bihar in India.

Cooperative form of entrepreneurship and sisterhood among its members provides an environment for repeated affective experiences that inspire women to change the status quo. Sisterhood facilitates interactions with role models, mentee-driven mentoring and vicarious incentives, each producing positive affect, whereas cooperatives provide a work environment that fosters equality and helps women find their unique voice, generating affect. Together, the affect allows women to overcome fears associated with deviating from age-old traditions while engaging in entrepreneurial behaviors and sustaining them.

The paper advances knowledge on women entrepreneurship for non-Western cultural contexts, particularly the environments and experiences that stimulate entrepreneurship. The values of cooperative form of entrepreneurship and the homophily among sisters creates an environment which is relaxed and comfortable, where affective experiences can be naturally embedded in daily routines in contrast to those created through formal-structured training programmes. The paper findings are limited to cultural contexts of rural women in eastern states of India with high levels of poverty.

Policies for cooperative entrepreneurship and grassroots support to facilitate an environment to foster cooperatives’ values, and sisterhood can lead to affective experiences necessary for change that endures.

Entrepreneurship for pervasive social change, such as alleviating rural women from poverty, needs theory development, particularly a better understanding of the influence of macro socio-cultural contexts on women’s ability to be entrepreneurial. This paper provides an understanding of contextually relevant affective experiences conducive for rural women entrepreneurship.

This study examines the effect of design quality (i.e. appearance, navigation, information and interactivity) on cognitive and affective involvement leading to continued intention to use the online learning application.

We assume that design quality potentially contributes to enhance the individual's involvement and excitement. An experimental prototype is developed for collecting data used to verify and validate the proposed research model and hypotheses. A partial-least-squares approach is used to analyze the data collected from the participants (n = 662).

Communication, aesthetic and information quality revealed to be strong determinants of both cognitive and affective involvement. However, font quality and user control positively influence cognitive involvement, while navigation quality and responsiveness were observed as significant indicators of affective involvement. Lastly, cognitive and affective involvement equally contribute to determining the continued intention to use.

This study will draw the attention of designers and practitioners towards the perception of users for providing appropriate and engaging learning resources.

Prevalent research in the online context is focused primarily on cognitive and utilization behavior. However, these works overlook the implication of design quality on cognitive and affective involvement.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to examine the role of empathy in the student service experience. Taking a dyadic perspective, both students’ and staff’s perceptions are analyzed to determine if empathy matters to both actors alike; and which differences in perceptions about the role of empathy between these actors exist.

The authors adopt a multi-method approach and used data from 256 usable survey responses from 11 higher education service providers in Singapore. Empathy was operationalized by six cognitive and affective independent variables and multiple multivariate analyses are applied, such as multivariate analysis of variance, discriminant analysis and multiple regression analysis.

Results show that both students and staff alike evaluate empathy as important in the co-created service experience. The provision of individualized attention to students to positively influence student experience in learning was deemed important by both staff and students. Yet, there are also distinct differences. For students, it is essential that staff members have students’ best interests at heart; for staff members, knowledge of students’ needs and show of care and concern are important.

Students and staff perceive empathy in higher education service provision differently. Interestingly, whilst staff think caring for students is important, students feel that too much care and concern from staff has a negative effect on their experience. Hence, too much care and concern might cause potential issues with the students’ perception of “over-servicing” which might manifest as “spoon-feeding.” Instead, students are asking for individualized and professionalized attention to be taken seriously and to be involved in the co-creation of the education service experience.

This study advances the understanding of affective and cognitive aspects of empathy and their influence on students’ service experiences.

The purpose of this paper is to develop a theoretical model of leadership and knowledge creation by drawing on two contrasting diversity perspectives. The model argues a moderating role for leadership in explaining the influence of diverse composition on team knowledge creation.

A model of leadership's impact on knowledge creation is developed based on an interdisciplinary review of literature spanning the creativity, innovation and learning literature, diversity management, top management team demography and upper echelons literature and learning from transformational leadership research.

The main contribution of this paper is the development of a model of transformational leadership's impact on knowledge creation in diverse teams based on a series of propositions. Focusing on the information/decision‐making perspective, our model depicts the role of leadership in facilitating constructive cognitive effects on knowledge creation. From the social categorisation perspective our model depicts the role of leadership in mitigating against destructive emotional barriers to group effectiveness.

This paper's review and model indicate significant implications for future research and practice. The model provides a better understanding of the effects of transformational leadership on knowledge creation. The paper present justification for two pathways, cognitive and affective, through which leadership moderates the impact of diversity on team outcomes. By examining the model and its proposed relationships, we believe that it will enable researchers to shed new light on these issues for further investigations.

This review is among the first to address the role of transformational leadership in diverse teams, and one of the only papers to connect leadership, diversity and knowledge creation.

This paper aims to examine whether participation in training and development (T&D) events is associated with employees’ affective commitment and propensity to enact innovative behaviours in small professional services firms. The study also investigates associations between both attitudes towards T&D and policy and practice supportive of T&D and levels of participation in T&D events.

Data from 203 employees in small professional services firms employing 50 or fewer staff were analysed using regression analysis and PROCESS macro.

Only policy and practice supportive of T&D was associated with participation levels. Participation in T&D events was positively related to affective commitment. Furthermore, employees who participated in more T&D events were more likely to enact innovative behaviours, while affective commitment mediated the positive relationship between number of T&D events attended and innovative behaviours. Contrary to expectations, neither participation in just training nor participation in just development was associated with either attitudes or behaviours.

The findings have important implications for small firms which tend to rely on wholly work-based experiences for the development of employees’ knowledge and skills. Such an approach to learning for work may inadvertently shape a workforce that lacks commitment to the organisation and that has a diminished capacity for innovative behaviours.

There is limited research on how T&D affects attitudes and behaviours in small firms. Large and small firms are fundamentally different, thus findings from studies in large firms may not extend to small firms.

Ethical leadership has been recognized as a critical factor in encouraging employees’ moral voices. This study offers a dual-route model to understand this process. The boundary conditions of these two routes are discussed herein.

The data originate from a multiwave, multisource survey study of 212 leader–subordinate dyads in Taiwan drawn from a variety of industry sectors.

The findings validate both the cognitive (moral efficacy) and affective (affective attachment) pathways from ethical leadership to moral voice, influenced by the organizational factor of political climate. While the moral efficacy pathway is more pronounced in a situation of weak political climate, the affective attachment pathway remains effective regardless of the climate’s strength.

Managers need to identify if their organization prioritizes rational professionalism or interpersonal affection. In the former case, they should focus on the learning effects of ethical leadership. Conversely, in the latter, the emphasis should be on the leader-subordinate relationship. Doing so optimizes the effectiveness of ethical leadership in growing moral voices.

Considering both cognitive and affective routes from ethical leadership to moral voice could integrate social learning theory (SLT) and social exchange theory (SET). Identifying factors influencing these two routes resonates with the leader–situation interaction perspective. This research deepens the understanding of ethical leadership's effects on encouraging and protecting employee moral voice.

Cruelty has often been understood as the result of incurable bad character by those able to distinguish right from wrong. Recent research suggests a way of thinking about it as a form of disability in which people are unable to learn empathy, cognitive social skills and associated behaviour, which qualifies it as a form of learning disability. It is suggested that accepting this classification opens up the possibility that selected interventions might be successful in enabling people to understand, practise and appreciate affiliative behaviour.