A Mixed Methods Study on the Effect of Emotional Awareness Exercises on Adaptiveness in Coping and Empathy with Pre-Service Teachers in Mixed Reality Simulations

dc.contributorI would like to thank everyone who helped me during the dissertation process. First and foremost, thank you to Dr. Jody Piro for always being just a phone call, email, or text away whenever I needed it. From day one of the Ed.D. program you encouraged all of us to step outside of our comfort zone, to think in new ways, and to envision ourselves as leaders. Thank you for the many Zoom calls and early morning emails, and thank you for reminding me it was also important to slow down and take a break when my body needed it. Even though the dissertation process did not go according to my original plan, I am here today because of your support and guidance. I appreciate you more than words can express and am lucky to have had you as my advisor. To Dr. Carrie Straub and Dr. Erik Gundel, thank you for your willingness to serve as my committee members. I appreciate your willingness to take time from your lives to support me in this process, and I sincerely hope that it didn’t take too long to read. To Dr. Marcy Delcourt, thank you for your guidance. It was through your class that I first started to formulate my idea for this dissertation topic, and it was through your class that I more fully developed my understanding of research design. I appreciate your openness to my many questions along the way, and your willingness to share your expertise. To my cohort members, thank you for being there throughout this process. Thursday evenings, though long, were something that I looked forward to each week. I am so happy that we all went through this together and that we are forever bonded by the process. As Héctor would say, we’re doing it. To Britany, Emily, and Myke, thank you for the pizzas, quesadillas, the supportive texts, and the time spent figuring out math together. I appreciate you keeping me grounded, and that when sending me cute pictures of your kids you never complained that I always responded with Bremmy. To Eileen, Steve, and Mikey, thank you for always letting me talk about nonsense, for helping my brain heal, for always being willing to take a break with me. I will carry my newfound golf game into my future endeavors. Eileen, thank you for always asking me how my paper is going and scheduling rewards sometimes without telling me, you are the best cheerleader out there. To Mom and Dad, thanks for always being there. I think you believed that I could do this before I did, and I promise not to do homework during any more family vacations or holidays. For now. To Robin, thank you for understanding that I needed to do this and pushing me to sign up for the program even though I knew it would be a lot of work. You may not have always been interested in what I was explaining to you, but you always listened and asked questions anyways. Thank you for teaching me how to use your three screens and for letting me take over your office to make my life easier while writing this. I appreciate you being there when I was stressed out and emptying the dishwasher because you knew that would help. I love you, and thank you for making me take breaks so I didn’t break. We can now spend every night watching Below Deck. And finally to Bremner, thank you for being the best boy. I appreciate your motivational kisses and chomps. You always kept me company while writing, and on my toes with your barks.
dc.contributor.authorBrooksbank, Ashley
dc.date.accessioned2024-03-18T15:26:53Z
dc.date.available2024-03-18T15:26:53Z
dc.date.issued2022-03-22
dc.description.abstractThe purpose of this exploratory study was to gain insight into the perceived importance of emotional awareness with pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy. Emotional awareness includes the cognitive skills of appraisal, emotional recognition, and emotional regulation. Emotional intelligence, empathy, and adaptiveness in coping provided the theoretical framework for this study. A mixed-methods convergent research design was employed. The quantitative aspect of the study followed a quasi-experimental design and utilized a convenience sample of pre-service teachers (n = 27) enrolled in an Introduction to Education course that used an MRS, with the treatment group (n = 15) participating in emotional awareness exercises and the comparison group (n = 12) did not. Total Questionnaire of Cognitive and Affective Empathy (QCAE) scores, Cognitive Empathy QCAE subscale scores, Affective Empathy QCAE subscale scores, and Personal Functioning Inventory (PFI) scores were compared both between groups and within groups. Statistical significance using an adjusted p-value of .033 was found on the Chi-Square Test for Independence for the Affective Empathy QCAE subscale score, (𝜒² (1, 27) = 7.04, p = .008), and on the follow up Paired Sign Test for the Affective Empathy subscale for the treatment group using an a-priori p-value of .10 (p = .035). Additionally, an analysis of responses to the treatment package found a lack of consensus in appraisal of a mock event using the Mood Meter. Three themes emerged from the qualitative analysis of survey responses and interviews: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. A comparison of quantitative and qualitative findings revealed three mixed methods findings: (a) perceived importance of proactive coping strategies, (b) developing awareness of the importance of affective cues for understanding the emotional state of students, and (c) differing emphasis on the need to regulate emotion. This study explored the potential benefits of improved emotional awareness abilities of pre-service teachers.
dc.identifier.urihttps://hdl.handle.net/20.500.12945/3075
dc.language.isoen_US
dc.publisher.cityDanbury, CT
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subject.keywordEmpathy, Coping, Emotional Intelligence, Mixed Reality Simulation
dc.titleA Mixed Methods Study on the Effect of Emotional Awareness Exercises on Adaptiveness in Coping and Empathy with Pre-Service Teachers in Mixed Reality Simulations
dc.typeThesis
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