Attention to Others’ emotions Scale 关注他人情绪量表
简介
Attention to others’ emotions is one of preconditions for learning in experiential learning theory. Attention to others’ emotions is a holistic approach (D. A. Kolb, 1984) that includes emotions as well as action and cognition. Emotion can play at least two key roles in experiential learning. First, emotions like fear, frustration, anger, excitement, eagerness, or embarrassment can be an important impetus for learning and can frame and focus a learning event (see Kolb & Kolb, 2005). Second, the emotions of participants in a learning encounter (e.g., a teacher, other learners) communicate critical information, both by generating cues that others can interpret for their own meaning and by suggesting how others should interpret and sort through what is being said (Burgoon, 1994; Keltner & Haidt, 1999).
Quinn et al. (2016) measured attention to the emotions of others using three items from Bartel and Saavedra’s (2000) emotional contagion scale that focus specifically on a participants’ self- perceived tendencies to pay attention to and understand others’ emotions.
Quinn et al. (2016) tested their hypotheses using data obtained from participants in huddles that took place in newspaper newsrooms. Ultimately, we received at least one completed survey from 106 newsrooms (52% of those who agreed to participate and 21% of eligible newsrooms). This response rate (21%) is similar to the participation rates in individual experience sampling studies (e.g., Csikszentmihalyi & LeFevre, 1989). After dropping surveys from newspapers that sent only one completed survey, we had 178 surveys from 73 newspapers (14% of total newsrooms).
信度与效度
Cronbach’s alpha was 0.91 for the items in our newsroom sample. Using the data from 97 working professionals (after deleting 14 unusable cases) who used an online survey solicitation website (Amazon.com’s Mechanical Turk; see Buhrmester, Kwang, & Gosling, 2011, for evidence that this procedure can yield high- quality data), the confirmatory factor analyses show that one-factor models achieved adequate fit statistics (CFI = 0.95, TLI = 0.93, RMSEA = 0.11)
量表
请您根据自己的实际感受和体会，用下面3项描述对您自己与同事的相处情况行评价和判断，并在最符合的数字上划○。评价和判断的标准如下： Quinn et al. (2016) measured the tendency to attend to others’ emotions using 9-point Likert scales ranging from 1 = “disagree completely” to 9 = “agree completely.”
1.I pay attention to what my co-workers are feeling.
2.I am very sensitive in picking up on my co-workers’ feelings.
3.I am very accurate in judging my co-workers’ feelings.
下载WORD版问卷：文件:Aoe.doc
计分方法
The first two items focus on the tendency to pay attention to others’ emotions, and the third item focuses on the participants’ belief in their ability to understand others’ emotions.
关注他人情绪量表共3道题目，可计算平均分或总分。
量表出处
Quinn, R. W. (2013). Could we huddle on this project? participant learning in newsroom conversations. Journal of Management, Vol 42(2), Feb 2016, 386-418.
参考文献
Bartel, C. A., & Saavedra, R. (2010). The collective construction of work group moods. Administrative Science Quarterly, 45(45), 197-231.
