We used a multi-dimensional framework to assess current stereotypes of men and women. Specifically, we sought to determine (1) how men and women are characterized by male and female raters, (2) how men and women characterize themselves, and (3) the degree of convergence between self-characterizations and charcterizations of one’s gender group. In an experimental study, 628 U.S. male and female raters described men, women, or themselves on scales representing multiple dimensions of the two defining features of gender stereotypes, agency and (...) communality: assertiveness, independence, instrumental competence, leadership competence (agency dimensions), and concern for others, sociability and emotional sensitivity (communality dimensions). Results indicated that stereotypes about communality persist and were equally prevalent for male and female raters, but agency characterizations were more complex. Male raters generally descibed women as being less agentic than men and as less agentic than female raters described them. However, female raters differentiated among agency dimensions and described women as less assertive than men but as equally independent and leadership competent. Gender stereotypes also were evident in self-ratings, with female raters rating themselves as less agentic than male raters and male raters rating themselves as less communal than female raters, although there were exceptions (e.g., no differences in independence and sociability self-ratings for men and women). Comparisons of self-ratings and ratings of men and women in general indicated that women tended to characterize themselves in more stereotypic terms – as less assertive and less competent in leadership – than they characterized others in their gender group. Men, in contrast, characterized themselves in less stereotypic terms – as more communal. Overall, our results show that a focus on facets of agency and communality can provide deeper insights about stereotype content than a focus on overall agency and communality. (shrink)

Although there is much research on the relationships of corporate social responsibility and employee-related outcomes, a systematic and quantitative integration of research findings is needed to substantiate and broaden our knowledge. A meta-analysis allows the comparison of the relations of different types of CSR on several different outcomes, for example to learn what type of CSR is most important to employees. From a theoretical perspective, social identity theory is the most prominent theoretical approach in CSR research, so we aim to (...) investigate identification as a mediator of the relationship between CSR and employee-related outcomes in a meta-analytical mediation model. This meta-analysis synthesizes research findings on the relationship between employees' perception of CSR (people, planet, and profit) and employee-related outcomes (identification, engagement, organizational attractiveness, turnover (intentions), OCB, commitment, and job satisfaction), thereby distinguishing attitudes and behavior. A total of 143 studies (N= 89,396) were included in the meta-analysis which was conducted according to the methods by Schmidt and Hunter (except of the meta-analytical structural equation model). Mean effect sizes for the relationship between CSR and employee-related attitudes and behaviors were medium-sized to large. For attitudes, the relationships were stronger than for behavior. For specific types of CSR, average effect sizes were large. Identification mediated the relation between CSR and commitment, job satisfaction, and OCB, respectively. Based on our results, we give recommendations concerning the design of CSR initiatives in a way that benefits employees. (shrink)

Individuals’ beliefs about the malleability of emotions have been theorised to play a role in their psychological distress by influencing emotion regulation processes, such as the use of emotion regulation strategies. We conducted a meta-analysis to test this idea across studies with a focus on the relationships between emotion malleability beliefs and five distinct emotion regulation strategies: cognitive reappraisal, suppression, avoidance, rumination, and acceptance. Further, using two-stage meta-analytic structural equation modelling (TSSEM), we examined whether the emotion regulation strategies mediate the (...) cross-sectional relationship between emotion malleability beliefs and psychological distress across studies. Thirty-seven studies were included in the meta-analyses and 55 cross-sectional studies were included in the TSSEM. Results demonstrated that, across studies, emotion malleability beliefs were significantly associated with greater use of putatively helpful strategies (particularly with cognitive reappraisal) and less use of putatively unhelpful strategies (particularly with avoidance). The use of cognitive reappraisal and avoidance partially mediated the relationship between emotion malleability beliefs and psychological distress. These results highlight the importance of considering beliefs about the malleability of emotions in the context of emotion regulation. These findings suggest the potential role of emotion malleability beliefs in interventions for individuals with emotion regulation-related difficulties and psychological distress. (shrink)

The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development (Stanovich, 2009). During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., Mudrak et al., 2015, 2019, 2019b; Ziegler & Stoeger, 2017) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis (...) on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, Martin et al., 2016). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children’s reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direct effect of developmental resources on reading competence. The second model included the motivational variables as mediators between resources and competence. The third model included school grades as mediators between resources and motivational variables. Our analyses indicated the good fit of the proposed models. The final model explained 37.8 % of the variance in children’s school grades and 46.5 % of the variance in reading literacy test scores (compared to 34.8 % in the first model). Moreover, parental socioeconomic status was strongly associated with parental expectations, which were associated with reading confidence, partially through the effect of parental expectations on children’s school grades. Reading confidence was the main predictor of reading literacy within the model, followed by the direct effects of parental resources. The results illustrate complex processes through which the family environment affects the development of learning competencies such as reading literacy by providing children with the relevant social and material resources associated with their motivation and school outcomes. We discuss some of the reasons that these relationships may take place and consider their implications for educational practice. (shrink)

OrientationThis study employed a second stage moderated mediation analysis to investigate the influence of authentic leadership on employee flourishing via trust in the leader and job overload.Research PurposeTo explore the relationship between authentic leadership and flourishing by considering the indirect effect of trust in the leader as potentially moderated by job overload.Motivation for the StudyAn authentic leadership style, trust in the leader, and job overload may impact employee flourishing. A deeper understanding of the potential interaction effect of trust in the (...) leader and job overload in the relationship between authentic leadership and flourishing may improve individual and organizational productivity.Research Approach/Design and MethodThis study used a quantitative, cross-sectional survey design and PROCESS for moderated mediation. The sample consisted of 314 employees in a prominent steel manufacturing organization in South Africa. The Authentic Leadership Inventory, Workplace Trust Survey, Flourishing-at-Work Scale, and the Job Demands-Resources Scale were utilized.Main FindingsThe study found that authentic leadership was a significant predictor of flourishing through trust in the leader. Job overload did not moderate the relationship between trust in the leader and employee flourishing.Practical/Managerial ImplicationsThis study emphasizes the potential role of authentic leadership in fostering a trustful relationship between employees and their leaders. It might result in the increased flourishing of employees. The non-significant influence of job overload on trusting relationships in precarious work contexts was also illuminated.Contribution/Value-AddThrough the analysis of these relations, organizations may be favorably equipped to optimize the resources required to improve performance. Moreover, the investigation into trust in the leader combined with job overload increases our understanding of supporting and promoting employee flourishing at work. (shrink)

This study aims to resolve contradictory conclusions on the relative importance of lexical and syntactic knowledge in second language (L2) listening with evidence from academic English. It was hypothesized that when lexical and syntactic knowledge is measured in auditory receptive tasks contextualized in natural discourse, the measures will be more relevant to L2 listening, so that both lexical and syntactic knowledge will have unique contributions to L2 listening. To test this hypothesis, a quantitative study was designed, in which lexical and (...) syntactic knowledge was measured via partial dictation, an auditory receptive task contextualized in a discourse context. Academic English listening was measured via a retired IELTS listening test. A group of 258 college-level native Chinese learners of English completed these tasks. Pearson correlations showed that both lexical and syntactic measures correlated strongly with English listening ( r = 0.77 and r = 0.67 respectively). Hierarchical regression analyses showed that both measures jointly explained 62% of the variance in the listening score and that each measure had its unique contribution. These results demonstrated the importance of considering construct representation substantially and using measures that well reflect constructs in practical research. (shrink)

The benefits of belonging for academic performance and persistence have been examined primarily in terms of subjective perceptions of social belonging, but feeling ability belonging, or fit with one’s peers intellectually, is likely also important for academic success. This may particularly be the case in male-dominated fields, where inherent genius and natural talent are viewed as prerequisites for success. We tested the hypothesis that social and ability belonging each explain intentions to persist in physical science, technology, engineering, and math (pSTEM). (...) We further explore whether women experience lower social and ability belonging than men on average in pSTEM and whether belonging more strongly relates to intentions to persist for women. At three time points throughout a semester, we assessed undergraduate pSTEM majors enrolled in a foundational calculus or physics course. Women reported lower pSTEM ability belonging and self-efficacy than men but higher identification with pSTEM. End-of-semester social belonging, ability belonging, and identification predicted intentions to persist in pSTEM, with a stronger relationship between social belonging and intentions to persist in pSTEM for women than men. These findings held after controlling for prior and current academic performance, as well as two conventional psychological predictors of academic success. (shrink)

In this study, bullying is examined in light of the “prosocial security hypothesis”— i.e., the hypothesis that insecure attachment, with temperamental dispositions such as sensation seeking, may foster individualistic, competitive value orientations and problem behaviors. A group of 375 Italian students (53% female; Mean age = 12.58, SD = 1.08) completed anonymous questionnaires regarding attachment security, social values, sensation seeking, and bullying behaviors. Path analysis showed that attachment to mother was negatively associated with bullying of others, both directly and through (...) the mediating role of conservative socially oriented values, while attachment to father was directly associated with victimization. Sensation seeking predicted bullying of others and victimization both directly and through the mediating role of conservative socially oriented values. Adolescents’ gender affected how attachment moderated the relationship between sensation seeking and problem behavior. (shrink)

Current educational reforms concerning curricula and digitalization challenge educators to meet new demands for learning and schooling. What is common for current educational reforms is that they tend to emphasize competencies that are not related to the traditional subject-matters and reflect a stance which presents learning as a naturally reflective and collaborative act. It is often assumed that teachers are automatically ready to implement ideas of this kind in practice. In this study, we propose that teachers’ theories about knowledge, knowing (...) and learning, particularly their epistemic theories, may be related to how teachers approach these reforms which challenge their previous ways of working and how they perceive their wellbeing at work. To examine these matters, we explored the dynamic interrelations between teachers’ epistemic theories, conformity with the novel curricular and digital reforms, perceptions of the school leadership, work engagement and burnout. Participants were Finnish class teachers and subject-matter teachers. Both data sets were collected before the COVID-19 pandemic. For data analysis, we plotted correlation network figures. Results showed that if teachers’ epistemic theory was in harmony with the curricular or digital reforms, there is a positive association with work engagement and negative association with burnout. In sum, results of this provided a hint of the phenomenon suggesting that teachers’ epistemic theories may be a factor which buffers teachers to meet the current epistemic and developmental challenges of teachers’ profession, and furthermore, serve as grounds for a positive association for teachers to feel adequate and satisfied in their work. (shrink)

Despite major advances in research on musical ability in infants, relatively little attention has been paid to individual differences in general musicality in infants. A fundamental problem has been the lack of a clear definition of what constitutes “general musicality” or “musical ability” in infants and toddlers, resulting in a wide range of test procedures that rely on different models of musicality. However, musicality can be seen as a social construct that can take on different meanings across cultures, sub-groups, and (...) individuals, and may be subject to change over time. Therefore, one way to get a clearer picture of infant musicality is to assess conceptions of musicality in the general population. Using this approach, we surveyed 174 German adults, asking about their view and conceptions regarding behaviors that characterize a musical child under 3 years. Based on previous studies on adult and child musicality, we designed a survey containing 41 statements describing musical behaviors in children. Participants were asked to rate how indicative these behaviors were of musicality in infants and toddlers. PCA analysis revealed 4 components of musical abilities and behaviors in under-3-year-olds: Musical Communication, Enthusiasm and Motivation, Adaptive Expressiveness, and Musical Abilities as traditionally defined. Professional background and musical expertise of the respondents did not significantly influence participants’ conceptions. Our results suggest that, in order to capture musicality in young children, a wider range of skills and observable behaviors should be taken into account than those assessed by traditional musical ability tests for young children. (shrink)

Despite growing concerns that children tend to avoid the news, the reasons why have received little research attention. Therefore, the current study aims to develop and test a model conceptualizing the relations between children’s news consumption, news avoidance, emotional responses, and parent and child mitigation strategies. The model was tested using data collected during the first year of the COVID-19 pandemic. The current, preregistered, survey study was part of a longitudinal project and used data from the second wave. Data were (...) collected in November/December 2020 among 510 children. Findings showed that children who consumed more news during the pandemic avoided pandemic news less often. Children who experienced more anxiety-related behaviors regarding pandemic news avoided pandemic news more often. The relation between news consumption and emotional responses was stronger for children who experienced restrictive parental mediation more often, indicating that this was not an effective parental mediation strategy for tempering their emotional responses. Children with higher levels of emotional responses used reactive coping strategies more often. However, this did not seem to be an effective strategy against pandemic news avoidance because none of the strategies had a negative relation with pandemic news avoidance. Distancing was even positively related to pandemic news avoidance. Although the current study was not able to fully unravel how news avoidance-related constructs relate to one another, we were able to get some important insights guiding future research. Specifically, it is of crucial importance to unravel the mechanisms that increase the chance of children’s news avoidance and those that mitigate it, to build interventions to counteract news avoidance and to protect children from the negative emotional consequences by news consumption. (shrink)

Music is a tool used in daily life in order to mitigate negative and enhance positive emotions. Listeners may orientate their engagement with music around its ability to facilitate particular emotional responses and to subsequently regulate mood. Existing scales have aimed to gauge both individual coping orientations in response to stress, as well as individual use of music for the purposes of mood regulation. This study utilised pre-validated scales through an online survey in order to measure whether music’s use in (...) mood regulation is influenced by coping orientations and/or demographic variables in response to the lockdown measures imposed in the United Kingdom, as a consequence of the COVID-19 pandemic. Whilst factor analyses show that the existing theoretical structure of the COPE model has indicated a poor fit for clustered coping orientations, a subsequent five-factor structure was determined for coping orientations in response to lockdown. Analyses include observations that positive reframing and active coping were strong predictors of music use in mood regulation amongst listener’s coping strategies, as was Substance Use. Higher Age indicated having a negative effect on music’s use in mood regulation, whilst factors such as gender were not seen to be significant in relation to the use of music in mood regulation within this context. These results provide insight into how individuals have engaged with music orientated coping strategies in response to a unique stressor. (shrink)

Adolescent decisions, especially in novel contexts, are often guided by affective evaluations rather than knowledge of the risks and probabilities of different outcomes. In this study, we used the affect-driven exploration model to illustrate how affective evaluations can play a critical role in driving early use of cigarettes, as well as the adaptive function of the resulting experiential learning in informing future affect and cigarette use. We analyzed five waves of data collected from a large, diverse community sample of adolescents (...) who were followed from early to late adolescence during years 2004–2010 to model trajectories of positive affect and risk perceptions and examined the associations of these trajectories with their self-reported cigarette use and dependence symptoms. Consistent with the ADE model, early initiators reported higher levels of positive affect at baseline, which we argue may have led them to try cigarettes. Notably, most early initiators reported a decline in positive affect over time, suggesting an experience-based shift in affective evaluations associated with cigarette use. Risk perceptions associated with cigarette use did not emerge as a significant predictor of cigarette use or subsequent dependence. Therefore, for deterring adolescent cigarette use, efforts to influence affect may be more effective than directly influencing risk perceptions. Despite the affective basis for initiating cigarette use, few adolescents engaged in early use or developed symptoms of dependence. Majority of those who engaged in early cigarette use showed a decline in positive affect, with corresponding increase in risk perceptions over time. Some early users may indeed continue to engage in cigarette use, but this is likely driven by the addictive properties of the drug. Overall these findings challenge the popular stereotype of impulsive and emotionally reactive behaviors during adolescence, and suggest a more nuanced interpretation of adolescent risk behavior. (shrink)

Specifying accurate informative prior distributions is a question of carefully selecting studies that comprise the body of comparable background knowledge. Psychological research, however, consists of studies that are being conducted under different circumstances, with different samples and varying instruments. Thus, results of previous studies are heterogeneous, and not all available results can and should contribute equally to an informative prior distribution. This implies a necessary weighting of background information based on the similarity of the previous studies to the focal study (...) at hand. Current approaches to account for heterogeneity by weighting informative prior distributions, such as the power prior and the meta-analytic predictive prior are either not easily accessible or incomplete. To complicate matters further, in the context of Bayesian multiple regression models there are no methods available for quantifying the similarity of a given body of background knowledge to the focal study at hand. Consequently, the purpose of this study is threefold. We first present a novel method to combine the aforementioned sources of heterogeneity in the similarity measure ω. This method is based on a combination of a propensity-score approach to assess the similarity of samples with random- and mixed-effects meta-analytic models to quantify the heterogeneity in outcomes and study characteristics. Second, we show how to use the similarity measure ωas a weight for informative prior distributions for the substantial parameters in Bayesian multiple regression models. Third, we investigate the performance and the behavior of the similarity-weighted informative prior distribution in a comprehensive simulation study, where it is compared to the normalized power prior and the meta-analytic predictive prior. The similarity measure ω and the similarity-weighted informative prior distribution as the primary results of this study provide applied researchers with means to specify accurate informative prior distributions. (shrink)

Although there exist numerous publications on job and task rotation from various disciplines, there is no consistent evidence of their effectiveness. Drawing on theories from industrial and organizational psychology, knowledge management, ergonomics, and management science, we meta-analytically investigated relationships between job/task rotation and employee attitudes, learning and development, psychological and physical health, and organizational performance. Due to a conceptual overlap and frequent confusion of terminology, we analyzed the design of the rotation (job rotation vs. task rotation) as a possible moderator. (...) The three-level meta-analysis on 56 studies (N= 284,086) showed that rotation was significantly associated with job satisfaction (r= 0.27), organizational commitment (r= 0.16), career success (r= 0.31), labor flexibility (r= 0.32), general psychological health (r= 0.20), stress/burnout (r= −0.13), individual performance (r= 0.13), and productivity (r= 0.13). Positive relationships between rotation and physical health could only be found when rotation was compared to high-intensity work. Task rotation yielded stronger relationships with attitudinal outcomes, job rotation with learning and development, psychological health, and organizational performance outcomes. Further moderator analyses showed that individualism decreased relationships between task rotation and attitudes, and correlations with organizational performance and physical health were stronger for subjective measures. The findings indicate that many expectations toward job and task rotation are not fully supported. (shrink)

Law abidance is very important for effective leaders. Without law abidance, abuse of power and corruption would easily happen, which would eventually erode organizational health. To promote law abidance leadership in university students in Hong Kong, we developed a law abidance leadership program with 3 h of face-to-face lecture and 7 h of self-study of materials disturbed to students. To understand students’ perception of the 3-h lecture, we conducted a post-lecture evaluation study using a 26-item measure. Results showed that the (...) scale possessed good reliability and validity. Confirmatory factor analyses showed that the assessment tool has three internally consistent and factorial invariant dimensions: program attributes, appreciation of law abidance, and teacher attributes. Regarding students’ perception of the program, students were generally satisfied with the lecture attributes, including design, content, lecture atmosphere, teaching quality, and benefits to students. In particular, students agreed that the lecture helped them understand the importance and value of law abidance and national security; over 95% of the students indicated that they would try their best to serve as law-abiding citizens and socially responsible leaders. Multiple regression analyses showed that program attributes, appreciation of law abidance, and teacher attributes predicted overall satisfaction with the lecture. Qualitative comments of the student echoed the quantitative findings, with most of the comments being positive in nature. The present study replicated the findings reported previously. Local and international contextual factors relevant to the interpretations of the findings are highlighted. (shrink)