Development and feasibility testing of the Pediatric Emergency Discharge Interaction Coding Scheme

Janet A. Curran; Alexandra Taylor; Jill Chorney; Stephen Porter; Andrea Murphy; Shannon MacPhee; Andrea Bishop; Rebecca Haworth

doi:10.1111/hex.12512

Development and feasibility testing of the Pediatric Emergency Discharge Interaction Coding Scheme

Health Expectations ◽

10.1111/hex.12512 ◽

2017 ◽

Vol 20 (4) ◽

pp. 734-741 ◽

Cited By ~ 2

Author(s):

Janet A. Curran ◽

Alexandra Taylor ◽

Jill Chorney ◽

Stephen Porter ◽

Andrea Murphy ◽

...

Keyword(s):

Pediatric Emergency ◽

Coding Scheme ◽

Feasibility Testing

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A constant key length coding scheme for linear quadtrees

International Journal of Geographical Information Systems ◽

10.1080/026937996138124 ◽

1996 ◽

Vol 10 (2) ◽

pp. 205-218

Author(s):

Henry Ker-Chang Chang ◽

Chung-Yu Liou

Keyword(s):

Coding Scheme ◽

Key Length

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Emotional Experiences of Students in the Classroom

European Psychologist ◽

10.1027/1016-9040/a000014 ◽

2010 ◽

Vol 15 (2) ◽

pp. 142-151 ◽

Cited By ~ 8

Author(s):

Wondimu Ahmed ◽

Greetje van der Werf ◽

Alexander Minnaert

Keyword(s):

Heart Rate ◽

Emotional Response ◽

Task Difficulty ◽

Physiological Reactivity ◽

Emotional Experiences ◽

Heart Rate Monitoring ◽

Coding Scheme ◽

Stimulated Recall ◽

Response Systems ◽

The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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