The pursuit of a meaningful and purposeful existence has consistently been a universal human aspiration, even in the field of business. Individuals seek significance in every endeavour they undertake. In line with this notion, the Shrimad Bhagavad Gita (SBG) directs individuals towards the path of truth and purpose. The present study attempts to examine the effect of SBG-identified variable entitled as ‘Theory of Work’ or ‘Karma’ (consisting of no desire for fruit (NDF), non-attachment (NA), deterministic intellect (DI), righteous duty (RD), (...) success and failure as equal (SAF)) on self-efficacy (SE) among teachers in higher educational institutions (HEI) in India. It also aims to find the association between SE and goal performance and leadership effectiveness among the teachers of HEI. A judgemental sampling procedure was adopted to collect the data from HEI clustered across five different zones in the country. A total of 600 responses were collected through an online-administered questionnaire. The analysis results indicated that theory of work variables (i.e., NDF, DI, NA and RD) have a significant positive effect on SE, and SE positively affects the goal performance and leadership effectiveness. However, treating SAF as equal variables was not found to have a significant effect on SE. (shrink)

The acquisition of virtue can be conceptualized as a self-regulatory process in which deliberate practice results in increasingly higher levels of skillfulness in leading a virtuous life. This conceptualization resonates with philosophical virtue theories as much as it converges with psychological models about skill development, expertise, goal motivation, and self-regulation. Yet, the conceptualization of virtue as skill acquisition poses the crucial question of motivation: What motivates individuals to self-improvement over time so that they can learn from past experience, correct mistakes, (...) and expand their ethical knowledge to new and unfamiliar circumstances? In this paper, it is argued that the motivation to increase one’s level of skillfulness in leading a virtuous life is supported by a specific identity goal, namely the goal to be a moral person. However, this moral identity goal needs to carry specific goal characteristics in order to effectively provide this motivation. It needs to be sufficiently abstract, internally motivated and promotion- rather than prevention-oriented. Research in developmental psychology suggests that the moral identity of children is rather concrete, externally motivated, and prevention-oriented. With development, higher levels of abstraction, internal motivation, and promotion-orientation gain importance providing an important motivational basis for a self-regulated process of virtue acquisition. (shrink)

Psychological research has revealed that there is a strong tendency for people to believe that they have a ‘true self’, and to believe that this true self is inherently morally good. This would seemingly be very good news for virtue theorists, since this may help to promote virtue development. While there are some obvious benefits to people having morality intrinsically tied to their sense of self, in this paper I want to suggest instead that there may also be some significant (...) drawbacks, especially when it comes to motivating virtue development and moral improvement. In part this stems from people’s belief in their own inherent moral goodness being merely assumed (as part of one’s core identity), rather than earned (say through reliably good moral behavior). This disconnection between identity and behavior can result in attempts to reinforce one’s identity as morally good, at the expense of virtuous behavior or self-improvement. (shrink)

اتجاهين من خلال تناول الخبرة القضائية عبر مطلبين أساسيين، مطلب يسعى سيحاول هذا المقال أن يسير إلى تحديد أهمية الانفتاح بين العلوم القانونية والعلوم الاجتماعية ومن بينها علم الاجتماع تحديدا، والنظر في درس الخبرة القضائية لتلك العلوم، مع ما تستلزم ضرورات الانفتاح من احتياطات منهجية، فالخبرة القضائية كحاجة مساعدة بدون تفويض في السلطة تتسم بالدقة والوضوح والحياد والموضوعية. وأما المطلب الثاني لهذا تقدم ملحة. المقال سينحو في اتجاه الكشف عن العلاقة بين الخبرة القضائية والقانون من خلال العلم ومساهمة هاته العلاقة (...) التفاعلية في تحديث المؤسسات والمجتمعات. مما يعزز الفاعلية في تنسيب القوانين، فهذا الأخير لا يمكن أن يكون حديثا إلا بالقدر الذي ينفتح على العلم عبر الخبرة. -/- . (shrink)

The production of good sound generation in the violin is a complex task that requires coordination and spatiotemporal control of bowing gestures. The use of motion-capture technologies to improve performance or reduce injury risks in the area of kinesiology is becoming widespread. The combination of motion accuracy and sound quality feedback has the potential of becoming an important aid in violin learning. In this study, we evaluate motion-capture and sound-quality analysis technologies developed inside the context of the TELMI, a technology-enhanced (...) music learning project. We analyzed the sound and bow motion of 50 participants with no prior violin experience while learning to produce a stable sound in the violin. Participants were divided into two groups: the experimental group received real-time visual feedback both on kinematics and sound quality, while participants in the control group practiced without any type of external help. An additional third group of violin experts performed the same task for comparative purposes. After the practice session, all groups were evaluated in a transfer phase without feedback. At the practice phase, the experimental group improved their bowing kinematics in comparison to the control group, but this was at the expense of impairing the sound quality of their performance. At the retention phase, the experimental group showed better results in sound quality, especially concerning control of sound dynamics. Besides, we found that the expert group improved the stability of their sound while using the technology. All in all, these results emphasize the importance of feedback technologies in learning complex tasks, such as musical instrument learning. (shrink)

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math (...) grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice. (shrink)

Ethical leadership is an important construct in the literature on behavioral ethics in organizations, given its link with employee attitudes and behaviors. What remains unclear, however, is what leader characteristics are associated directly with ethical leader perceptions and indirectly with employee unethical behavior. In this paper, we use a socio-cognitive lens to integrate goal orientation theory with the literature on ethical behavior in organizations. Specifically, we propose that certain patterns of managers’ goal-oriented behavior provide signals and cues to employees about (...) their managers’ ethical leadership, which then relates to employee displays of more unethical behavior. Using a sample of 265 manager–employee dyads, our findings largely support our claims. We found that leader performance-avoid goal orientation was negatively related to perceptions of ethical leadership and positively related to employee unethical behavior. Moderated mediation tests indicated that the positive indirect effect of leader performance-avoid goal orientation on employee unethical behavior through perceptions of ethical leadership was attenuated by higher levels of leader learning goal orientation. Taken together, these findings suggest that when leaders emphasize avoiding failure while downplaying the importance of personal learning and development, employees perceive them as less ethical and are more willing to engage in ethical misconduct. We discuss implications of our findings for both theory and practice. (shrink)

En éliminant ce qui était considéré comme inessentiel à la décision économique, les économistes ont éliminé la dimension humaine – on a enlevé la chair en ne laissant que des os. Pour revivifier et incarner ce squelette, je m’inspire de la psychologie sociale de Deci et Ryan, Dweck, et Bandura pour approfondir les fondements de la théorie de l’utilité et pour élargir les types de ressources dont disposent les individus, individuellement et en groupe, pour parvenir à leur bien-être. Leurs théories (...) reconnaissent que les effets de la société sur l’individu ne sont pas toujours bons. Leur compréhension nuancée de l’individu dans la société aide à mettre de la chair sur les os des agents économiques en plaçant ces agents dans la société, et suggère comment la société influence les agents et révèle comment les agents travaillent ensemble pour s’adapter et changer la société dans laquelle ils agissent. On développe un modèle qui incorpore certaines de ces caractéristiques et on analyse des exemples appropriés. Le comportement de l’individu n’est pas facilement caractérisé, mais son caractère humain essentiel, même économique, l’est. (shrink)

On an account of virtue as skill, virtues are acquired in the ways that skills are acquired. In this paper I focus on one implication of that account that is deserving of greater attention, which is that becoming more skillful requires learning from one’s failures, but that turns out to be especially challenging when dealing with moral failures. In skill acquisition, skills are improved by deliberate practice, where you strive to correct past mistakes and learn how to overcome your current (...) limitations. A similar story applies to virtue acquisition, as moral failures will be a part of anyone’s life, and we will all have to learn from these experiences. However, despite the importance of being able to learn from our mistakes, this is very difficult in practice, given that failure of any kind can be distressing, and especially so for moral failure. The distress created by a recognition of moral failure often prompts responses of anger, avoidance, or defensiveness; rather than attempts to make amends and when necessary to work on self-improvement. The most potentially distressing response to moral failure is shame, as it is often associated with defensiveness. It is here where emotion regulation will be important to manage that distress, and I focus on the skill of emotion differentiation. I argue that emotion differentiation is a promising strategy for distinguishing the emotions we may experience in the wake of failure, including shame, and to encourage those emotions that motivate self-improvement. Thus, emotion regulation is important for virtue acquisition. (shrink)

In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. It was (...) found that motto-goals are effective with unpleasant duties. Therefore, we tested the hypothesis that motto-goals outperform learning and performance goals in the case of complex problems. A total of N = 123 subject participated in the experiment. In dependence of their goal condition, subjects developed a personal motto, learning, or performance goal. This goal was adapted for the computer-simulated complex scenario Tailorshop, where subjects worked as managers in a small fictional company. Other than expected, there was no main effect of goal condition for the management performance. An unexpected gender effect revealed better performance for men than women, pointing to a potential stereotype threat. As hypothesized, motto goals led to higher positive and lower negative affect than the other two goal types. Even though positive affect decreased and negative affect increased in all three groups during Tailorshop completion, participants with motto goals reported the lowest rates of negative affect. Exploratory analyses investigated the role of affect in complex problem solving via mediational analyses and the influence of goal type on perceived goal attainment. (shrink)

Cheaters and noncheaters were assessed on 2 types of motivation, on perceived social norms regarding cheating, on attitudes about cheating, and on knowledge of institutional policy regarding cheating behavior. All 5 factors were significant predictors of cheating rates. In addition, cheaters were found lower in mastery motivation and higher in extrinsic motivation in courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, were also lower in mastery motivation and (...) higher in extrinsic motivation than were noncheaters. Finally, cheaters differed from noncheaters on perceived social norms regarding cheating, on their knowledge of institutional policy regarding cheating, and on their attitudes toward cheating. Implications of these findings for institutional interventions are discussed. (shrink)

Arguing that psychology and business ethics are best brought together through a multi-level, broad-based agenda, this essay articulates a vision of psychology and business ethics to frame a future research agenda. The essay draws upon work published in JBE, but also identifies gaps where published research is needed, to build upon psychological conceptions of business ethics. Psychological concepts, notably, are not restricted to phenomena “in the head”, but are discussed at the intra-psychic, relational, and contextual levels of analysis. On the (...) basis of this presentation, I discuss future directions for development in psychology and business ethics, including but not limited to studies of personality, emotion, decision making, motivation, and the biological bases of psychology and business ethics. An inclusive approach to these and related areas, it is argued, will both bring about depth of understanding on the psychological bases of business ethics, and allow dialogue across disciplinary areas within JBE. (shrink)

Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...) two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities. (shrink)

Corruption prevention can be more effective if it does not rely merely on legal enforcement. This theoretical review aimed to propose a hypothetical psychological model capable of explaining the behavior of corruption. Moral disengagement is a variable that is considered ontologically closest in “distance” to the variable of corruption behavior. Counterfeit self, implicit self-theory, ethical mindset and moral emotion are taken into account as the pivotal factors of the corruption behavior and its mechanism of moral disengagement. Counterfeit self along with (...) some moderating variables are regarded to “set” one’s future corrupt behavior based on his/her past/prior ethical or unethical behavior and moral emotions. This review discovered a conjectural-theoretical model of the corruption psychology. It can be used to design a social intervention and training for individuals to manage the mindset and emotion that can buffer counterfeit self effect. In addition, the users of these research findings are recommended to be aware of the surroundings that consist of groups of people with particular ethical mindset, moral emotion proneness and self-theory. (shrink)

The purpose of the study was to explore the role of emotions, promotion-prevention orientation and feedback on cognitive engagement. In the experiment participants had the possibility to engage in a categorization task thrice. After the first categorization all participants were informed that around 75% of their answers were correct. After the second categorization, depending on the experimental condition, participants received feedback either about success or failure. Involvement in the third categorization was depended on participants’ decision whether to take part in (...) it or not. Each time, before and after categorization, the emotional state was assessed. Results showed that promotion orientation predicted experiencing curiosity before the task, which in turn led to a higher cognitive engagement in the first categorization. Promotion and prevention orientation moderated the type of emotional response to positive feedback. Promotion orientation also predicted cognitive engagement after the feedback of success was provided. Generally results confirmed the positive effect of positive emotions as well as promotion orientation on cognitive engagement. (shrink)

In three studies, we examined the relationship between implicit negotiation beliefs, moral disengagement, and a negotiator’s ethical attitudes and behavior. Study 1 found correlations between an entity theory that negotiation skills are fixed rather than malleable, moral disengagement, and appropriateness of marginally ethical negotiation tactics. Mediation analysis supported a model in which moral disengagement facilitated the relationship between entity theory and support for unethical tactics. Study 2 provided additional support for the mediation model in a sample of MBA students, whereby (...) predispositions to morally disengage mediated the effect of dispositional entity beliefs on unethical behavior in a negotiation exercise. In study 3, we manipulated implicit beliefs prior to a negotiation simulation and found that entity beliefs predict deception through two sequential mediators, extreme opening bids and state moral disengagement. (shrink)

Using a parallel mixed-methods design, the current study examined university students’ perceptions of academic cheating through collecting and analyzing both the quantitative and qualitative data. Our quantitative findings corroborate previous research that male students have engaged more in academic cheating than females based on students’ self-reports, and that undergraduate students are less willing to discuss issues on academic cheating as compared with their graduate counterparts. Five themes emerged from the thematic analysis of the qualitative data: flexible definitions for cheating, environmental (...) promotion of cheating, the moral transgression of cheating, cheating as an ambiguous justification, and cheating as a conscious decision making process. The mixed-methods findings indicate that there is no relationship between students’ gender or classification and their endorsements of the qualitative themes. However, non-White students are more likely to endorse the theme “cheating as an ambiguous justification.” Implications for reducing and preventing academic cheating at the university level are discussed. (shrink)

The purpose of the present study was to predict and explain the academic cheating behaviors of elementary school students with learning disabilities by applying the cusp catastrophe model. Participants were 32 students with identified LD from state governmental agencies although all both them and the typical students participated in the experimental manipulation. Academic cheating was assessed using an empirical paradigm where true achievement was subtracted from achievement in a test without proper invigilation. Data analysis supported the proposed cusp catastrophe models, (...) where mastery-related motives acted as asymmetry and performance goals as bifurcation variables respectively. These findings were confirmed with application of the interactive goal hypothesis, where the interactive approach and avoidance performance goal term functioned as a splitting factor in the relationship between adaptive motivation and performance. (shrink)

As corporate scandals proliferate, organizational researchers and practitioners have made calls for research providing guidance for those wishing to influence positive moral decision-making and behavior in the workplace. This study incorporates social cognitive theory and a vignette-based cognitive measure for moral imagination to examine (a) moral attentiveness and employee creativity as important antecedents of moral imagination and (b) creativity as a moderator of the positive relationship between moral attentiveness and moral imagination. Based on the results from supervisor–subordinate dyadic data (N (...) = 162) obtained from employed students, hypotheses were largely supported as expected. Implications are discussed. (shrink)

We argue in favor of the adaptive value of acceptance and that it deserves a definite status within the 'positive paradigm'. Acceptance currently suffers from ambiguous connotations because of its lack of optimistic biases and its similarity to resignation. We endeavor to show that acceptance and resignation are distinct attitudes by exploring their relationships with various phenomena-frustration, disappointment, expectation, positive thinking, replanning, and accuracy. The resulting distinguishing features of acceptance-thriving versus returning to baseline; realistic optimism versus hopelessness; persistence and flexible (...) replanning versus disengagement-are crucial for adaptive coping, and appear to be in keeping with the positive paradigm. (shrink)

We propose a cognitive and neurobiological model by which curiosity regulates affective memory, by positively biasing memory encoding through the promotion of emotion regulation. We begin with a brief overview of curiosity's observed emotional effects. Then we introduce three prominent models of affective memory encoding to suggest that the dopaminergic modulation of encoding associated with curiosity may positively bias memory processes. We situate the role of curiosity role in emotion regulation relative to its promotion of abstract thinking and cognitive flexibility. (...) We then identify the neural processes associated with abstraction and flexibility observed in the left inferior frontal gyrus, the dorsal anterior cingulate cortex, and the lateral prefrontal cortex as the neurobiological mechanisms underlying our framework. (shrink)

The study assessed the role of childhood religiosity in adult religiosity and learning motivation in university participants. Participants were 338 university students (mean age = 20.42, SD = 1.53, 47% men) selected from Islamic (50%) and general universities (50%). The findings showed that participants from Islamic university compared to those from general universities scored higher on religious altruism among religiosity outcomes and on self-efficacy and active learning strategies among learning motivation outcomes. The hypothesized associations between childhood religiosity, religious altruism, religious (...) practice, and specific learning motivation outcomes were significant. Childhood religiosity predicted two learning motivation outcomes, self-efficacy and active learning strategies, and only religious altruism in the presence of religious practice mediated these associations. In addition, university status moderated these mediated associations with stronger indirect effects for participants from Islamic universities compared to those from general universities. (shrink)

Despite the centrality of emotion regulation in psychiatric disorders such as depression, there is a lack of experimental studies examining the psychological factors that influence emotion regulation in individuals with depressive symptoms. Participants with current depressive symptoms were randomly assigned to an experimental manipulation promoting more malleable emotion beliefs or the control condition. Participants underwent a negative emotion induction and reported on their affect and emotion regulation during the induction. Individuals who received the experimental manipulation reported greater cognitive reappraisal and (...) greater emotion recovery. Experimental manipulations that can enhance emotion regulation and emotion recovery possess significant promise as a preliminary step in developing brief interventions that can overcome formal barriers to care. (shrink)

Third language learners have great potential in developing creativity; however, the factors affecting L3 learners’ creativity have received little attention. This study investigated the relationships between proactive personality, three different thinking patterns, and creativity among L3 learners. The participants were 220 Chinese students who attended an obligatory L3 course in college. The results showed that proactive personality, growth mindset, golden mean thinking, and creativity had significant intercorrelations. Moreover, the role of growth mindset and golden mean thinking as mediators of the (...) proactive personality and creativity relation was supported, and the mediating effect of growth mindset was larger than that of golden mean thinking. However, the fixed mindset did not show a significant indirect effect on the path from proactive personality to creativity. This is the first research to treat growth mindset, fixed mindset, and golden mean thinking as mediating variables on the path from proactive personality to creativity, particularly demonstrating that golden mean thinking, which is specific to Asian students and located midway between a growth mindset and a fixed mindset, can cultivate creativity. Some suggestions for fostering creativity in L3 students were also included in this study. (shrink)

In a fast-paced and interconnected global economy, a crisis is an eventuality for most organizations. Leading during a crisis can be particularly challenging because a crisis can disrupt a firm’s purpose, undermine the motivation of employees, and can encourage unethical behavior. In this article, I focus on managing a crisis of purpose. I articulate a framework that elaborates ways in which leaders find and pursue ethical purposes during times of crisis and why these specific purposes motivate employees and encourage organizational (...) resilience. Drawing on modern scholars’ theory of eudaimonia, I propose that leaders can find ethical purposes by framing crisis as opportunities for growth, authenticity, meaning and excellence. When leaders establish and pursue ethical purposes, they can motivate individuals and promote organizational resilience. (shrink)

This study investigates the relationship between motivation, goal orientation, and perceived autonomy support from the coach among junior elite hockey players. The study is based upon the theory of self-determination and the goal orientation theory. The first aim of the study was to investigate whether high scores on task involvement and perceived autonomy support from the coach may explain the intrinsic motivation of the players. Secondly, we sought to discover whether the most autonomous extrinsic motives may be explained by high (...) scores on task involvement and perceived autonomy support from the coach. Lastly, we investigated whether the most controlling extrinsic motives may be explained by greater ego involvement or by both ego and task involvement and less perceived autonomy support from the coach. A total of 401 players aged 14–18 took part in the survey. The results show that intrinsic motivation can be explained by high scores on both task and ego involvement. The two most autonomous extrinsic motives—integrated and identified regulation—were both explained by task and ego involvement and perceived autonomy support from the coach. The two most controlled motives—introjected and external regulation—were both explained by high scores on task and ego involvement. (shrink)

First, let me start by thanking all of my commentators for doing a careful reading of my book, providing me with lots of though-provoking responses, and on top of all of that for the significant time commitment in being a part of this symposium. I’m very grateful for all the support! Let me add a further note of thanks to Noell Birondo for taking on the role of editor in bringing all of these wonderful contributions together in this issue of (...) Ethical Theory and Moral Practice. (shrink)

This study examined parents’ implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles differ by demographic variables and are related to parents’ failure beliefs, goal orientation, and co-regulatory strategies. Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains intelligence and self-regulation. We (...) identified three belief profiles: profile 1 displayed an entity theory, profile 2 showed a balanced pattern of both domains of implicit theories, and profile 3 was characterized by high incremental self-regulation theories. Analyses showed that parents differed significantly in education and their perception of child self-regulatory competence depending on profile membership, with parents in profile 1 having the lowest scores compared to parents of the other profiles. Differences in parents’ failure beliefs, goal orientation, and co-regulatory strategies were also found depending on profile membership. Parents in profile 3 reported failure-is-enhancing mindsets, and mastery-oriented strategies significantly more often than parents in profiles 1 and 2. The results provide new insights into the interplay of important domains of implicit theories, and their associations with parents’ failure beliefs, goal orientation, and co-regulatory strategies. (shrink)

In the current paper, we articulate a theory to explain the phenomenology of mental effort. The theory provides a working definition of mental effort, explains in what sense mental effort is a limited resource, and specifies the factors that determine whether or not mental effort is experienced as aversive. The core of our theory is the conjecture that the sense of effort is the output of a cost-benefit analysis. This cost-benefit analysis employs heuristics to weigh the current and anticipated costs (...) of mental effort for a particular activity against the anticipated benefits. This provides a basis for spelling out testable predictions to structure future research on the phenomenology of mental effort. (shrink)

We sought to expand on the concept of the moral self to include not just the duty to develop the moral self but the moral duty to develop the self in both moral and non-moral ways. To do this, we focused on how leaders can promote a climate in which individuals feel a sense of duty to develop themselves for the betterment of the team and organization. In our theoretical model, duty orientation plays a key role in determining whether followers (...) will seek performance feedback to develop their work selves. We hypothesized that followers with ethical leaders would experience a greater sense of duty to improve themselves and would therefore be more likely to seek and less likely to avoid leader feedback. Drawing on social learning theory, we hypothesized that duty orientation would mediate the relationship between ethical leadership and feedback-seeking/feedback-avoiding behavior, expert power would moderate the relationship between ethical leadership and duty orientation such that duty orientation would be higher when followers perceived their leader to be both highly ethical and competent, and expert power would moderate the indirect effect of ethical leadership on feedback-seeking/feedback-avoiding behavior through duty orientation. We tested our hypotheses using a sample of 249 followers across two waves of data collection. Results suggest that ethical leadership and leader competence interact to drive followers’ duty orientation, thereby reducing followers’ feedback-avoiding behaviors. Further, ethical leadership had a direct positive relationship with followers’ feedback-seeking behaviors. (shrink)

The belief to have fixed or malleable traits and help giving: implicit theories and sequential social influence techniques Two sequential social influence techniques, the foot-in-the-door and the door-in-the-face, seem to be symmetrical, but there are different moderators and quite different mechanisms underlying each of the strategies. What links both techniques is the social interaction between a person presenting a sequence of requests and an interlocutor. The techniques' effectiveness depends on the course and perception of the interaction and the difficulty of (...) requests in the sequence. The aim of the article was to verify various mechanisms of incremental and entity theorists compliance with the FITD and the DITF techniques. In a series of four studies it was shown that incremental theorists comply the FITD technique to a greater extend especially when a sequence of requests meets their mastery style of behavior thus means an interesting challenge to undertake or opportunity to deepen contact with a newly met person. Entity theorists are more prone to the DITF strategy as their helpless style of behavior and sense of guilt are triggered, thus a sequence of decreasing in magnitude demands is perceived as less threatening. (shrink)