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Background/Aim. Quality of life (QoL) is one of the outcome measures for patients with chronic diseases. Mental health issues often impact the QoL of cancer patients. Cancer patients with a good QoL have a longer life expectancy and are able to lead a more productive and social life. The aim of the study was to determine the association of mental health with the QoL, as well as to determine significant predictors of QoL in patients with breast cancer (BC). Methods. The study included 118 patients treated at the Specialized Breast Cancer Department of the Oncology Clinic of the University Clinical Center Niš, Serbia. The study's inclusion criteria were the presence of early-stage nonmetastatic BC and completed surgical treatment. The following questionnaires were used: the general sociodemographic questionnaire, Hospital Anxiety and Depression Scale (HADS), Buss-Perry Aggression Questionnaire, Early Maladaptive Schema questionnaire - short form (SQ-SF), Flanagan's Quality of Life Scale (QoLS), Holmes and Rahe Stress Scale, Berlin Social Support Scales (BSSS), Health Locus of Control. Results. A statistically significant negative correlation was found with emotional state, i.e., anxiety score, depressiveness score, total stress score, and physical aggression score, while QoL correlated positively with all subscales of the perceived social support (PSS) questionnaire. QoL was significantly different for patients with the following early maladaptive schemas: emotional deprivation, emotional inhibition, and a sense of entitlement/narcissism. Moreover, QoL differed significantly depending on partnership status, the presence of clinically significant anxiety, the presence of hormone-sensitive cancer, the presence of human epidermal growth factor receptor 2 (HER2)-positive cancer, and time since diagnosis. Multiple linear regression was performed, and depression and PSS had the highest share. Conclusion. In our study, the presence of depressiveness and PSS were the best predictors of QoL of BC survivors. [ABSTRACT FROM AUTHOR]

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Nagli prelazak na nastavu na daljinu 2020. godine zbog pandemije bolesti COVID-19 od nastavnika je zahtijevao proces prilagodbe stvaranjem novih nastavnih rutina, koji je bio popraćen složenim emocionalnim iskustvom, dok su nastavnici istodobno pokušavali živjeti svoj profesionalni i osobni život. Pozivajući se na Giddensovu teoriju strukturacije s fokusom na procese rutinizacija i regionalizacije interakcija te Turnerovu analizu integracijskih procesa i uloge emocija u njima, u radu se ukazuje na važnost održavanja rutina radi ontološke sigurnosti i socijalne integracije te na relevantnost emocija tijekom nastave na daljinu. U radu se ispituje (i) kako su oblikovane i regionalizirane nastavne rutine te (ii) kakve su pozitivne i negativne emocije nastavnici doživjeli tijekom razdoblja provođenja nastave na daljinu u susretima i interakciji s različitim akterima. U analizi su korištene kvalitativne metode, odnosno analizirani su intervjui provedeni 2020. godine s 32 predmetna učitelja i nastavnika, a kao metoda analize korištena je deduktivno-induktivna tematska analiza. Prodiranje javnog u osobni prostor nastavnika, uspostavljanje rutina i emocionalna iskustva teme su konstruirane tijekom analize, pri čemu su identificirane i podteme. U radu se pokazuje da su očuvanje starih i stvaranje novih rutina te (pozitivne) emocije i očekivanja u interakcijama potencijal koji može omogućiti prevladavanje kriznih ili izazovnih situacija poput nastave na daljinu, ponekad tako da se narušava razgraničenje javnog i privatnog. S druge strane pojava negativnih emocija i dugotrajnih negativnih emocionalnih stanja na mikrorazini upućuju na, iz perspektive nastavnika, neadekvatnu valorizaciju njihova rada od viših institucionalnih razina te predstavljaju potencijal za dezintegracijske procese.

Pretpostavlja se da sposobnosti emocionalne inteligencije s dobi napreduju i da je moguće poticati njihov razvoj, no vrlo je malo istraživanja koja se bave tim aspektom emocionalne inteligencije. Istraživanja razvoja u kontekstu modela sposobnosti emocionalne inteligencije kod djece, prema našim saznanjima, nema, a istraživanja na adolescentima upućuju na napredak u emocionalnoj inteligenciji, ali i na potrebu dodatnih istraživanja koja bi razjasnila tijek i korelate razvoja. Na uzorcima odraslih dobivene su značajne, ali u određenoj mjeri kontradiktorne razlike među kohortama koje sugeriraju da iskustvo doprinosi napretku u sposobnostima, ali i da starije kohorte imaju niže rezultate. Razvoj emocionalnih sposobnosti istraživan je i izvan konteksta emocionalne inteligencije, te se u ovom radu daje pregled tih istraživanja. Potrebna su dodatna istraživanja koja bi omogućila stvaranje cjelovite slike razvoja sposobnosti emocionalne inteligencije, što bi imalo mnoge korisne praktične implikacije.

This study investigated gender differences in the accuracy and speed of recognition of facial expressions of sadness, anger, and fear in male and female models showing these emotions. According to the fitness threat hypothesis, females should be faster and more accurate in recognising emotional facial expressions of fear and sadness, whereas males should be faster and more accurate in recognising anger. According to the evolutionary opponent’s emotion recognition, male observers should be more efficient in recognising emotions presented by male models, and female observers in recognising emotions presented by female models. The facial expression recognition task included 210 colour images from the Karolinska Directed Emotional Faces (KDEF) database. The sample consisted of university students (29 male and 29 female). Testing was conducted individually, and efficiency measured with accuracy and speed of recognition (reaction time). The results showed that females were faster than males in recognizing all three facial expressions. They were also more accurate in recognizing fear, whereas there were no gender differences in accurate recognition of sadness and anger. No significant interactions were found between model and observer gender on either measure (accuracy and speed of recognition). However, all three emotional expressions were recognised more accurately, but not faster, when the model was female. The gender-specific pattern in facial expression recognition found in this study does not completely corroborate the fitness threat hypothesis.

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Copyright of Obnovljeni zivot is the property of University of Zagreb, Society of Jesus and Faculty of Philosophy & Religious Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Unatoč iznimnom zanimanju za istraživanja emocija u glazbi, tek rijetki glazbeni pedagozi upozoravaju na važnost toga fenomena u nastavi glazbe. U predstavljenom se radu analiziraju rezultati empirijskoga istraživanja radi utvrđivanja doživljenih emocija na slušanje sljedećih glazbenih primjera: C. Saint-Saëns: Karneval životinja, Finale; I. Stravinski: Posvećenje proljeća, Uvod; J. Williams: Schindlerova lista; F. Livadić: Nokturno u fis molu; I. Malec: Lumina te I. Krajač, K. Metikoš i M. Prohaska: Gubec-Beg, Janino ludilo. Rezultati istraživanja aktualiziraju važnost emocionalnoga odgovora učenika na glazbeno djelo te doprinose nastojanjima po-jedinih glazbenih pedagoga da naglase potrebu za cjelovitim primanjem glazbenoga djela koje će uz znanje i razumijevanje uključivati i emocionalnu dimenziju.

Copyright of Anthropology Magazine is the property of University of Belgrade, Faculty of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adverse childhood experiences are traumatic experiences that cause overwhelming stress and have long-term negative consequences on mental and physical health. A child may be forced to witness domestic violence, which has long-term negative consequences for the child, even though the child has never been attacked in any form. The lack of knowledge in medical staff about caring for traumatized people can affect reactions and the ability to help people who survived adverse childhood experiences. There should be understanding of what a person has gone through. With the broader picture, a door opens to discernment the behaviours, fears, defense mechanisms and stress coping mechanisms. It is the way medical staff gains improved knowledge about a patient, better communication and trust. Social and emotional connections are an integral part of our biological functioning. Some of the consequences of adverse childhood expirience are: poor general health, frequent somatic complaints, depression, severe anxiety, suicide, antisocial and violent behavior, delinquency, substance use, academic and professional difficulties, feelings of isolation and transgenerational trauma transmission. [ABSTRACT FROM AUTHOR]

Various factors can impact the level to which people conform to others. An important, yet unanswered question is how emotions could influence conformity levels. We predicted that specific emotions, which embody an underlying appraisal of uncertainty about the world, would lead people to feel more uncertain and subsequently more susceptible to others’ influence. To test this hypothesis, participants (N = 78) induced to feel sad, happy or angry had to perform a highly ambiguous numeric estimation task. In half of the trials, participants were presented with additional estimates ostensibly provided by three other individuals, and were left free to use or disregard them when completing the task. As expected, participants in the sadness condition (an emotion associated with a low certainty appraisal) showed more conformity than those in the anger or happiness conditions (emotions associated with a high certainty appraisal). Taken together, our findings suggest that being in an emotional state characterized by uncertainty can increase people’s sensitivity to others’ informational influences resulting in a higher level of conformity. [ABSTRACT FROM AUTHOR]

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In this research it's proven that dominant emotions are relaxation, fulfillment and satisfaction, and that the dominant emotions are positive. Emotions aren't only part of the educational conditions but also the essenceof the educational process. They are the part of verbal, but also of the non-verbal communication, and subject of learning through the art, and total humn relations. For the purpose of conducting this problem, we have set five problems and quoted five hypothesis that whole research is based on within next measuring instruments: First part of the questionnare is related to questioning socio-demographic characteristics of the respondents, in which we got basic data about them and based on them we have determined that the emotional conditions of some students are partially different towards some features of the respondants; then we had standardised test adjusted to the theme of the work UES, that we used for the measurement of the emotional conditions with students (positive or negative); and the last part of the questionnare where we used Likert scale to question attitudes of the contestants and communication of the professors and students, that is part of the questionnare USR that we used to evaluate style of the work of the professors. UVK and UNK that we used to estimate the communication of the professor and student (verbal and non-verbal), and UOU that we used to determine overload in schools. Reasearch has been made with ninth graders in Primary school "Bijelo Polje" Potoci and students of the third grade in Medical High School in Mostar, during the month of February and March 2019 in Mostar (N=114). Results of this research are showing that dominant emotions in education are positive, and in that way students are showing that they are satisfied with their eduction, class relations and everything that educational process means. What is our emotional condition in exact moment will affect all the other factors during the education, and also our communication and interaction with professors, and also our involment in education. The way their professors work they think their professors use both the democratic and autocratic style of work which means that theyare acting how does the exact moment asks. In their work with students professors used the same way verbal and non-verbal communication that leads to succesfull cooperation. But the results showed that the overload in schools is increasing, tht we can relate to reason of our reseaarch. [ABSTRACT FROM AUTHOR]

The aim of the research was to determine whether and to what extent marital satisfaction in married couples depends on the level of development of their emotional intelligence. Emotional inteligence is ability to follow ours and others feelings and emotions, to discriminate and regulate them for the purpose of improving emotional and intelectual development. The sample of respondents includes 60 married couples (N = 120) from the area of the city of Mostar. Since the sample is represented by married couples, 60 respondents are female (50%) and 60 male (50%). The following measurement instruments were used: Questionnaire of sociodemographic characteristics, Questionnaire of emotional competence (UEK-45; Takšić, 2002), Questionnaire of marital compliance (MAT); J. Locke and K. M. Wallace 1959; adapted by Vera Ćubela and Andrea Rakić). The study found that the relationship between emotional intelligence and gender of the respondents was statistically significant. The results of the conducted research for other two variables, marital satisfaction and level of education, did not show statistical significance. [ABSTRACT FROM AUTHOR]

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background/Aim. Children with attention-deficit hyperactivity disorder (ADHD) show lower degree of recognition of their own emotions and greater behavioral difficulties than children who do not have this disorder. This also affects the recognition of other people's emotions that are expressed not only by their language content, but also by their facial expression and the way they express the emotional message through speech. Most research in this area focuses on recognizing emotions based on facial expressions rather than on emotions in speech. The aim of this study was to examine how children with ADHD recognize emotions in speech (joy, anger, fear, sadness) and affective attitudes (threat and commandment) in relation to children of typical development. Methods. The study included 31 children with ADHD and 29 typical developmental children aged 6 to 13. To assess the ability to recognize emotions and affective attitudes, a corpus of Speech Emotional Expression and Attitudes (Govorna emocionalna ekspresija i stavovi - GEES, in Serbian) was used. This corpus included sentences that expressed emotions of anger, joy, fear, and sadness, and of affective attitudes, threat and command. Results. The results obtained showed that children with ADHD had worse recognition of emotions and affective attitudes in speech than children of typical development (t = 8.81; p = 0.000). Joy was the only emotion where no statistically significant difference was found. In all other emotions and affective attitudes, statistically significant differences were found (p < 0.01). Also, the results showed that there was a statistically significant association between age and recognition of emotion and affective attitudes in both groups, but this association was more pronounced in children of typical development. Conclusion. The results of this study provided important clues about the perception of emotions and affective attitudes in speech in children with ADHD. These results are very important for the conception of therapeutic procedures, especially in the development of strategies for modeling the behavior of children with ADHD. [ABSTRACT FROM AUTHOR]

This study aims to understand how willingness to help people in poverty and the agreement with providing government aid are connected to emotions and attributional processes, in a country with a high poverty rate such as Argentina. Differences in poverty attributions and emotions among self-reported social class are also analysed. A total sample of 331 secondary-school students completed self-administered questionnaires. Correlations and regression analyses showed that, whereas emotions such as compassion, empathy and pity seem to motivate helping behaviours, explanations as to the cause of poverty, rather than emotions, are closely associated with an agreement to providing government aid. However, low levels of anger seem to be required to endorse both helping behaviours and agreement to providing government aid. On the other hand, respondents who self-identify as belonging to upper classes report more anger and use fewer structural explanations to understand poverty than lower-classes respondents. We propose that future research analyse a greater variety of helping behaviours towards people in poverty and types of government intervention in the global south. [ABSTRACT FROM AUTHOR]

Emocije su kratke i intenzivne reakcije na neki događaj, a sastavljene su od kognitivne komponente, subjektivnoga osjećaja, fiziološke reakcije, ekspresije i tendencije djelovanja. Iako je odnos emocija i glazbe moguće promatrati kroz svaku od iskazanih komponenti, primaran aspekt odnosi se na induciranje emocija kod slušatelja gdje slušanje glazbenih ulomaka različite emocionalne obojenosti, potaknuto različitom glazbenom strukturom, kod slušatelja izaziva emocionalni odgovor uključujući i odgovarajuću fiziološku reakciju. Na temelju istraživanja u radu ukazujemo na složen i višeslojni fenomen doživljavanja emocija glazbom. Sukladno iskustvima prijašnjih istraživanja provedeno je novo istraživanje radi ispitivanja odnosa dobi, glazbenoga obrazovanja i poznavanja glazbenoga ulomka te doživljavanja emocija izazvanih glazbenim djelom. U istraživanju su učenici petoga i sedmoga razreda osnovne škole te prvoga i trećega razreda gimnazije bili izloženi slušanju glazbenih primjera te su uz svaki primjer, odabiranjem jedne od šest osnovnih emocija (sreća, tuga, ljutnja, strah, uzbuđenje i smirenost), na ljestvici od 1 (nimalo) do 5 (izuzetno), iskazivali doživljenu emociju. Rezultati ukazuju na važnost glazbenoga znanja i glazbenoga obrazovanja u doživljavanju glazbe te je ovim istraživanjem aktualizirana potreba za širim i interdisciplinarnim promatranjem slušanja glazbe.

The goal of the study was to question the differences among school employees, depending on their position at school and length of service, according to the way of recovering from stress, stress perception, in the function of psychological flourishing, life satisfaction and positive and negative emotions.. Second goal of the study was to examine the contribution of gender, work experience, life satisfaction, emotions, stress perception and ways of recovering from stress to the explanation of the psychological prosperity of employees by hierarchical regression analysis. Perceived Stress Scale, Life Satisfaction Scale, Flourishing Scale, PANAS scale and Recovery Experience Questionnaire were used. The study was done in 15 primary schools, it included 190 participants, 166 women and 24 men. Among teachers and non teaching staff there seem to be differences regarding psychological flourishing which in a greater degree is perceived by teachers, however, in respect of life satisfaction, positive and negative emotions, stress perception and the ways of recovering from stress there seem to be no significant differences. There seem to be differences concerning length of service in respect of psychological flourishing, life satisfaction and positive emotions, which are mostly perceived by younger study participants. The results of hierarchical regression analysis indicate that the greatest part of psychological flourishing of teachers can be explained by life satisfaction and positive emotions, while on the other hand with non teaching staff it can be explained by perceived stress, live satisfaction, positive and negative emotions. [ABSTRACT FROM AUTHOR]

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Copyright of Filozofija i Drustvo is the property of University of Belgrade, Institute for Philosophy & Social Theory and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aimed to provide preliminary evidence for the role of uncertainty related emotions in categorical accentuation. Participants had to estimate the length of lines varying in length, which depending on the conditions were or were not associated with categorical labels. To explore the emotional determinants of categorical accentuation we included additional label condition, in which participants were induced to feel fear (i.e. the emotion theoretically defined by the appraisal of low certainty). Consistent with the past research the results revealed a classic accentuation effect with participants in label condition showing higher differentiation at category boundaries compared to those in no label condition. More importantly, this effect was strengthened in the condition in which participants were induced with fear suggesting that uncertainty-related emotions could play an important role in the accentuation phenomenon. [ABSTRACT FROM AUTHOR]

Counterproductive work behaviors (CWBs) are harmful behaviors that are detrimental to financial success of organizations while also harming the psychological well-being and productivity of employees. Personality traits are one of the main determinants of CWB, but research on the relationship between personality traits and CWB has mainly focused on the conscious/explicit aspects of personality. Also, only a small number of studies has considered the psychological mechanisms through which the personality traits affect CWB. This paper includes an overview of research on the relationship between personality and CWB, and, compared to previous reviews, also considers how unconscious/implicit aspects of personality can help in explaining CWB. I focus on the method for measuring implicit aspects of personality that showed the greatest potential for predicting work behavior - the Conditional Reasoning Test. In the rest of the paper, I consider the psychological mechanisms by which explicit and implicit aspects of personality affect CWB, using attitudes toward work and organization and emotions in the workplace as variables that explain the relationship between personality traits and CWB. Finally, based on a review of research on the relationships of personality, attitudes, emotions, and CWB, I develop a theoretical model of the relationship of these four variables, which facilitates understanding of the complex psychological mechanisms by which implicit and explicit aspects of personality lead to CWB. [ABSTRACT FROM AUTHOR]

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Frazemi su sveze riječi čije značenje ne proizlazi iz značenja njihovih pojedinačnih komponenata te imaju sljedeće karakteristike: polileksikalnost, stabilnost i idiomatičnost (usp. Burger 2015: 11ff.). Mogu izražavati različite funkcije: (1) pokazatelji društvenih odnosa, (2) emocionalan stav govornika, (3) ironičnu ili humorističnu distancu, (4) eufemističko djelovanje, (5) argumentaciju i (6) klišeiziranost (usp. Fleischer 1997: 218ff.). Iz navedenih funkcija frazema ističe se njihova sposobnost evaluacije. Prema Du Boisu (2007: 139) je zauzimanje stava tj. evaluacija jedna od najvažnijih mogućnosti jezika. U okviru evaluacijske teorije Martin i White (2005) razlikuju stav, sudjelovanje i gradaciju. Stav se nadalje može podijeliti u afekt, sud i procjenu. U ovome radu naglasak je stavljen na afekt tj. emocionalnu dimenziju značenja frazema. S obzirom da je jedna od karakteristika frazema njihova ekspresivnost promatrat će se izražavanje emocija kroz sam frazem te u kontekstu (usp. Burger 2015: 77). Cilj ovog rada je istražiti način izražavanja emocija frazemima u odabranim dječjim znanstveno-fantastičnim romanima. Uz to će se odgovoriti na sljedeća istraživačka pitanja: U kojoj se mjeri frazemi koriste za izražavanje emocija? Koje su emocije prisutne? Koja kategorija izražavanja emocija je najučestalija?

The subject of our research are idioms which express emotions of happiness, surprise, sadness, anger, fear, disgust and shame. Research has shown that this type of idioms can be divided into three categories: idioms which have an emotion as its component, idioms which have a somatic component used to express emotions and idioms which express emotions through its context. It's interesting that there is a higher number of idioms which denote negative emotions: sadness, fear and anger compared to idioms denoting positive emotions. The result of this research is that idioms are not only direct pictures of our emotions but also idioms with a somatic component represent bodily reactions which originate while experiencing certain emotion. [ABSTRACT FROM AUTHOR]

Copyright of Acta Turistica is the property of Acta Turistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of the Croatian Political Science Association / Anali Hrvatskog Politoloskog Drustva is the property of Croatian Political Science Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anthropos: Revija za Filozofijo in Psihologijo is the property of Anthropos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research1 exemplifies the corpus-based graph approach to the syntactic-semantic analysis of a concept feeling using the Construction Grammar Conceptual Network methodology. By constructing a lexical network from grammatically tagged collocations of the English and the Croatian web corpora, the structure of the semantic domains is revealed as a set of sub-graphs derived from the source lexeme's friend-of-a-friend graph. The subgraph structures, calculated with the community detection algorithm, are interpreted as the semantic domains associated with the source lexeme's conceptual matrix. Lexical structures are analyzed using a centrality algorithm that determines the overall rank of the salience and semantic relatedness to the source concept feeling. This empirical approach can be used for developing NL P methods and tasks, such as computing semantic similarity, sense disambiguation, sense structuring, as well as for comparative corpus and cross-cultural studies. ConGraCNet has a web application on the page http://emocnet.uniri.hr/congracnet. [ABSTRACT FROM AUTHOR]

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Cilj je ovog istraživanja bio ispitati povezanost pristupa poučavanju sa samoefikasnosti, zadovoljstvom životom i poslom učitelja te u kojoj mjeri učitelji u osnovnoj školi doživljavaju pozitivne i negativne emocije. U istraživanju je sudjelovalo 254 učitelja iz osam zagrebačkih osnovnih škola. Rezultati su pokazali značajne povezanosti između pristupa poučavanja i dimenzija samoefikasnosti učitelja (angažiranost, strategije poučavanja, upravljanje razredom). Zadovoljstvo poslom značajno je povezano sa zadovoljstvom životom i pozitivnim emocijama. Negativne emocije značajno su negativno povezane sa zadovoljstvom poslom i životom. Učitelji koji imaju pristup poučavanja usmjeren na učenika statistički se značajno razlikuju od učitelja s pristupom usmjerenim na učitelja u dimenziji samoefikasnosti (strategije poučavanja) te češće doživljavaju pozitivne emocije: zainteresiranost, uzbuđenost i pozornost. Učitelji razredne nastave pokazali su veću angažiranost u odnosu na učitelje predmetne nastave. Učitelji s više od deset godina radnog iskustva statistički se značajno razlikuju od učitelja s manje godina radnoga iskustva u pristupima poučavanju i samoefikasnosti te češće doživljavaju ponos i budnost. S druge strane, učitelji s deset i manje od deset godina radnoga iskustva češće se osjećaju prestrašeno.