Emotional processes in online parent learning : examining the impact of shame and countering self-related appraisals on parent learning outcomes
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Low, Sok Yee (Angela)
issued: 2021-07-26T19:41:54Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Online parenting workshops are important contexts of learning for today’s parents. Responses to such workshops are varied, the same information can leave some parents feeling empowered and others distressed, affecting their capacity for learning. Existing research suggests that parents may be especially prone to feeling the self-conscious emotions of shame and guilt, which are associated with certain cognitive appraisals and response tendencies that may impact learning processes. Applying shame theories to the context of parent education, this study tested the efficacy of an intervention designed to counter shame and examined the effects of shame and self-related appraisals on learning outcomes in an online parenting workshop. Two groups of parents completed a self-paced workshop that included an activity and a video expected to evoke shame or guilt. The experimental group (n = 116) was provided with messages designed to counter shame appraisals during the workshop, while the comparison group (n = 124) did not receive such messages. Results showed that parents who received the shame-countering messages scored higher in a post-workshop knowledge test than those who did not. Furthermore, regression analyses revealed that shame negatively impacted learning outcomes whereas guilt contributed positively to them. Guilt seemed especially adaptive for parents reporting high levels of shame, buffering the impact of shame on their learning outcomes. Parents’ appraisals of the workshop as exposing their flaws and failings (appraisals of inadequacy) and as a reminder to be a better parent (appraisals of self-improvement) were both found to predict feelings of guilt, but only appraisals of inadequacy as a parent predicted shame. These self-appraisals had distinct effects on learning outcomes. Parents who felt that the workshop exposed their inadequacies reported lower receptivity, engagement, motivation to repair and knowledge test scores. Thinking that one should be a better pa…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/79098
note: EMOTIONAL PROCESSES IN ONLINE PARENT LEARNING: EXAMINING THE IMPACT OF SHAME AND COUNTERING SELF-RELATED APPRAISALS ON PARENT LEARNING OUTCOMES by Sok Yee Angela Low B.A, Royal Melbourne Institute of Technology, 1999 M.A., The University of British Columbia, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) July 2021 © Sok Yee Angela Low, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Emotional processes in online parent learning: Examining the impact of shame and countering self-related appraisals on parent learning outcomes submitted by Sok Yee Angela Low in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning and Culture Examining Committee: Dr. Shelley Hymel, Department of Educational and Counselling Psychology, and Special Education, UBC Supervisor Dr. Sheila Marshall, School of Social Work, UBC Supervisory Committee Member Dr. Toni Schmader, Department of Psychology, UBC Supervisory Committee Member Dr. Richard Young, Department of Educational and Counselling Psychology, and Special Education, UBC University Examiner Dr. James Anderson, Department of Language and Literacy Education, UBC University Examiner iii Abstract Online parenting workshops are important contexts of learning for today’s parents. Responses to such workshops are varied, the same information can leave some parents feeling empowered and others distressed, affecting their capacity for learning. Existing research suggests that parents may be especially prone to feeling the self-conscious emotions of shame and guilt, which are associated with certain cognitive appraisals and response tendencies that may impact learning proc…
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0400888
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Hymel, Shelley
type: Text
identifier URI: http://hdl.handle.net/2429/79098