Validation of the Dutch Questionnaire on Emotional Labor (D-QEL) in Nurses and Teachers

This paper describes the validation of the Dutch Questionnaire on Emotional Labor (D-QEL) in a sample of 365 teachers and in a sample of 334 nurses. The D-QEL is a 13 item self-report questionnaire that measures surface acting, deep acting, suppression and emotional consonance. Confirmatory factor analysis provided support for the existence of four separate subscales. Evidence was also provided for convergent, discriminant and criterion validit

Measuring emotional labor in the classroom:The darker emotions

Research on emotional labor amongst teachers has focused on surface acting and deep acting of positive emotions. However, there is evidence that negative emotions play a vital role too. This study developed and examined two new scales, surface acting of negative emotions and deep acting of negative emotions, as an extension of the Dutch Questionnaire on Emotional Labor (D-QEL). Participants were two subsamples of secondary school teachers (total N = 399). A confirmatory factor analysis showed that both deep as well as surface acting of negative emotions have to be distinguished from acting positive emotions. The difference between the scores of experienced and inexperienced teachers on the new scales can be taken as proof of their validit

Changing maladaptive beliefs among individuals with coronary heart disease using video information

Many individuals with coronary heart disease (CHD) have erroneous beliefs about the condition, which in turn increases anxiety and depression. Providing information and facts about CHD through video may be able to correct the wrong conceptions of individuals about their disease. A total of 150 individuals with CHD at Hasan Sadikin Hospital, Bandung, Indonesia (male = 65%, female = 35%) were divided into a control group and two experimental groups, with a quasi-experimental before-after design. The participants completed the York Cardiac Beliefs questionnaire at the start of the measurement, immediately after watching the video (time 1), and again after watching the video six times over a two week period (time 2). Beck Anxiety Inventory and Beck Depression Inventory-II questionnaires were also completed by participants at the beginning of the experiment and at time 2. The repeated measures ANOVA analysis showed a significant decrease in both experimental groups in terms of wrong beliefs about CHD (t=8.68 8.69, p .01), anxiety (p .01), and depression (t=8.17 7.76, p .01). Watching videos giving facts and information about CHD can therefore correct erroneous beliefs about CHD, and reduce levels of anxiety and depression in individuals suffering from the disease

Changing maladaptive beliefs among individuals with coronary heart disease using video information

Many individuals with coronary heart disease (CHD) have maladaptive beliefs which might increase anxiety and depression. This study investigates the impact of using video information to convey facts and correct misconceptions about CHD in individuals. 150 individuals with CHD were assigned to either the control group or one of two experimental groups. The participants completed the York Cardiac Beliefs Questionnaire in the baseline measure immediately after first viewing the video (time 1), and after viewing the video for six times within two weeks (time 2). The Beck Anxiety Inventory and Beck Depression Inventory II were completed in the baseline and at time 2. Multiple repeated measures anova shows that after the intervention, participants’ maladaptive beliefs, anxiety and depression were reduced in both experimental groups. Yet, it did not happen in the control group. It indicates that the video information corrects maladaptive beliefs, and reduces anxiety and depression levels in individuals with CHD. 

Emotional Labor in Mathematics: Reflections on Mathematical Communities, Mentoring Structures, and EDGE

Terms such as "affective labor" and "emotional labor" pepper feminist critiques of the workplace. Though there are theoretical nuances between the two phrases, both kinds of labor involve the management of emotions; some acts associated with these constructs involve caring, listening, comforting, reassuring, and smiling. In this article I explore the different ways academic mathematicians are called to provide emotional labor in the discipline, thereby illuminating a rarely visible component of a mathematical life in the academy. Underlying this work is my contention that a conceptualization of labor involved in managing emotions is of value to the project of understanding the character, values, and boundaries of such a life. In order to investigate the various dimensions of emotional labor in the context of academic mathematics, I extend the basic framework of Morris and Feldman [33] and then apply this extended framework to the mathematical sciences. Other researchers have mainly focused on the negative effects of emotional labor on a laborer's physical, emotional, and mental health, and several examples in this article align with this framing. However, at the end of the article, I argue that mathematical communities and mentoring structures such as EDGE help diminish some of the negative aspects of emotional labor while also accentuating the positives.Comment: Revised version to appear in the upcoming volume A Celebration of EDGE, edited by Sarah Bryant, Amy Buchmann, Susan D'Agostino, Michelle Craddock Guinn, and Leona Harri