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Description
ABSTRACT
This study examines the ways in which employees experience moral emotions that violate employee treatment and how employees co-construct moral emotions and subsequent expressions of dissent. This qualitative study consisted of 123 full-time employees and utilized open-coding, content analysis, constant comparison analysis, and concept mapping. The analysis revealed that employees expressed dissent laterally as a series of sensemaking processes, such as validation of feelings, moral assessments, and assessing the fear of moral transgressions. Employees also expressed dissent as a series of risk assessments that overlapped with the ways in which employees made sense of the perceived infraction. Employees' lateral dissent expression manifested as a form of social support which occasionally led to co-rumination. Employees expressed dissent upwardly when seeking a desired action or change. Circumvention was utilized as a direct reflection to the type and degree of moral transgression related to the person responsible for the mistreatment. Results indicated that experiencing moral emotions that led to expressing dissent with a designated audience was determined by where employees were situated in the cyclical model of communicating moral emotions and in relation to the co-construction of both the infraction related to employee mistreatment and the experience of moral emotions. Results contribute to the existing body of literature on dissent and emotions. A discussion synthesizing the findings and analysis is presented, in addition to the implications for future research.
KEYWORDS: Emotion, Dissent, Moral Emotions, Sensemaking, Risk-Assessment, Social Support, Co-Rumination
This study examines the ways in which employees experience moral emotions that violate employee treatment and how employees co-construct moral emotions and subsequent expressions of dissent. This qualitative study consisted of 123 full-time employees and utilized open-coding, content analysis, constant comparison analysis, and concept mapping. The analysis revealed that employees expressed dissent laterally as a series of sensemaking processes, such as validation of feelings, moral assessments, and assessing the fear of moral transgressions. Employees also expressed dissent as a series of risk assessments that overlapped with the ways in which employees made sense of the perceived infraction. Employees' lateral dissent expression manifested as a form of social support which occasionally led to co-rumination. Employees expressed dissent upwardly when seeking a desired action or change. Circumvention was utilized as a direct reflection to the type and degree of moral transgression related to the person responsible for the mistreatment. Results indicated that experiencing moral emotions that led to expressing dissent with a designated audience was determined by where employees were situated in the cyclical model of communicating moral emotions and in relation to the co-construction of both the infraction related to employee mistreatment and the experience of moral emotions. Results contribute to the existing body of literature on dissent and emotions. A discussion synthesizing the findings and analysis is presented, in addition to the implications for future research.
KEYWORDS: Emotion, Dissent, Moral Emotions, Sensemaking, Risk-Assessment, Social Support, Co-Rumination
ContributorsKamrath, Jessica K (Author) / Kassing, Jeffrey W. (Thesis advisor) / Waldron, Vincent R. (Committee member) / Meân, Lindsey J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
The challenges that face student-athletes when they retire from formal sport participation coincides with their loss of their athletic identity (how much they identify with their athlete role), often geographic upheaval, uncertainty of the future regarding alternate roles, and change in social support systems, which make this period more difficult to adjust to. This study explored the experiences of the retirement transition of graduating student-athletes. The current study aims to examine this unique experience through qualitative investigation into the collective experiences of student-athletes to identify overarching relevant themes common throughout this experience. The participants were 13 student-athletes who graduated in the Spring Semester of 2017 (May- June 2017), played their sport at a National Collegiate Athletics Association (NCAA) Institution at the Varsity level, and were not continuing to play their sport at the elite level. Semi-structured interviews were conducted with participants between five and eight months post-graduation. Thematic analysis was used to categorize participants’ responses and allow for an in-depth investigation of different factors affecting personal adjustment throughout this period. The five overarching themes identified were: the need for social connection, the impact of a goal-oriented mindset, preparedness for the transition, translatable skills from being a student-athlete, and the perspective of their own identity and purpose. The ability to shift perspective to retrospectively appreciate the student-athlete experience, while incorporating it as one part of their overall life journey, is discussed as a protective factor for positive transition outcomes. As the large majority of collegiate athletes do not continue to play their sport professionally, this population is in high need of continued guidance. The present work can inform interventions to aid student-athletes in this difficult transitional period. Mentorship from previously graduated student-athletes, coaches, or administrative programs are suggested as a tangible positive intervention strategy based off of the results.
ContributorsKnizek, Olivia Alison (Author) / Meân, Lindsey J. (Thesis advisor) / Roberts, Nicole A. (Thesis advisor) / Mickelson, Kristin (Committee member) / Arizona State University (Publisher)
Created2018