College of Arts & Humanities
Permanent URI for this communityhttp://hdl.handle.net/1903/1611
The collections in this community comprise faculty research works, as well as graduate theses and dissertations.
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Item CULTURAL DEPENDENCE OF EMOTION-REGULATION STRATEGIES(2022) Hundal, Savreen; Fink, Edward L.; Waks, Leah; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Emotion-regulation strategies are attempts to impact emotions within oneself or others (McRae & Gross, 2020). Strategies such as mindfulness and reappraisal are associated with benefits to well-being and mental health. However, the influence of culture on mindfulness and reappraisal has not been established. Emotion-regulation strategies are culturally dependent. It is through cultural socialization that cultural values are transmitted. Cultural values give meaning to emotion and emotion-regulation strategies. This dissertation proposes a theoretical model in which (1) cultural values predict mindfulness and reappraisal emotion-regulation strategies, and (2) the effectiveness of both strategies is assessed using the emotional dimensions of valence, arousal, power, and surprise. Three pilot studies were conducted to test the validity of emotion-regulation instructional messaging, to create a negatively valenced emotion-eliciting video stimulus, and to assess the differences in mindfulness between American and Chinese students. For the main study, American and Chinese students completed an online experiment that tested the effects of emotion-regulation strategies. The findings suggest that emotion-regulation strategies differ both culturally and in their effects, either altering the emotions individuals feel (in the case of the reappraisal strategy) or the experience individuals associate with the emotions they feel (in the case of the mindfulness strategy). This study supports the need for further investigation into the relationship between cultural socialization’s impact on emotion-regulation strategies.Item Using Mindfulness to Reduce Occupational Stress and Burnout in Music Teachers: A Randomized Controlled Trial(2019) Varona, Dana Arbaugh; Hewitt, Michael P; Prichard, Stephanie; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine the effects of a mindfulness-based intervention (MBI) on K-12 music educators' self-reported responses to occupational stress and burnout. Secondary purposes were (a) to explore the experiences of K-12 music educators who underwent a four-week web-based MBI; and (b) to determine if there were any potential relations between participants' demographic and descriptive data and their pretest levels of self-reported responses to occupational stress and burnout. Two hundred fifty in-service music teachers were randomly assigned to either the treatment or waitlist-control group. Treatment group participants (n = 90) underwent a four-week online MBI known as the Mindfulness Training for Music Educators (MTME). Waitlist-control group participants (n = 160) were not provided with any mindfulness training but were given full access to the MTME following completion of the study. All participants completed assessments of self-reported responses to occupational stress and burnout at pretest, midpoint, and posttest. Following completion of the MTME, treatment group participants provided data regarding their experiences with the MTME and its feasibility. Results of mixed effects regression suggested that treatment group participants reported significantly steeper decreases in responses to occupational stress and burnout than waitlist-control group participants. Cross-sectional analyses at pretest indicated that age, female gender, salary dissatisfaction, perceived lack of administrative support, and perceived lack of parental support were significant predictors of increased responses to occupational stress, while teaching secondary school, salary dissatisfaction, perceived lack of administrative support, and perceived lack of parental support were significant predictors of increased responses to burnout. For each additional extracurricular hour worked beyond the school day, there was small but significant decrease in burnout. During the intervention period, the treatment group participants experienced a variety of occupational stressors including managing students, major events, interpersonal conflict, scheduling issues, and illness. Participants primarily responded to occupational stress with emotion-focused coping strategies such as breathing and meditation. Overall, treatment group participants found the MTME to be feasible for reducing stress and burnout while working as a music teacher and would recommend it to a fellow music educator.