Effects of anger management and goal setting group interventions on state-trait anger and self-efficacy beliefs among high risk adolescents

In this study we evaluated the effects of two psychoeducational groups (anger management and goal setting) on state and trait anger, anger expression, and on self-efficacy beliefs of high risk adolescents enrolled in an alternative high school. Participants (n = 57) were pre- and post-tested using the State Trait Anger Expression Inventory (STAXI) with subscales for (a) state anger, (b) trait anger, and (c) anger expression, and on a measure of self-efficacy related to (a) anger management, (b) goal setting, and (c) group behavior and interpersonal communication. We hypothesized that each treatment would favorably impact the self-efficacy items related to it, that participants in both treatment groups would show gains in self-efficacy for general group behavior and communication skills, and that the anger management treatment would decrease state anger and anger expression. Results of a series of Repeated Measures ANOVAS revealed no group effects or group by time interaction effects. Analysis of Cohen's d effect sizes for the treatment groups in comparison with the control condition indicated only small treatment effects for the goal setting group on the STAXI, and small, negative treatment effects for the anger management group on the STAXI and on state anger. Thus, results failed to support the hypotheses with the current data set. Limitations of this study and implications for future research and group practice within schools are discussed. The authors thank Ellen Hawley McWhirter, Greg Sandstrom, and the administration, faculty, and students of the participating “alternative high school” for their help and support.     

Effects of anger management and goal setting group interventions on state-trait anger and self-efficacy beliefs among high risk adolescents

In this study we evaluated the effects of two psychoeducational groups (anger management and goal setting) on state and trait anger, anger expression, and on self-efficacy beliefs of high risk adolescents enrolled in an alternative high school. Participants (n = 57) were pre- and post-tested using the State Trait Anger Expression Inventory (STAXI) with subscales for (a) state anger, (b) trait anger, and (c) anger expression, and on a measure of self-efficacy related to (a) anger management, (b) goal setting, and (c) group behavior and interpersonal communication. We hypothesized that each treatment would favorably impact the self-efficacy items related to it, that participants in both treatment groups would show gains in self-efficacy for general group behavior and communication skills, and that the anger management treatment would decrease state anger and anger expression. Results of a series of Repeated Measures ANOVAS revealed no group effects or group by time interaction effects. Analysis of Cohen's d effect sizes for the treatment groups in comparison with the control condition indicated only small treatment effects for the goal setting group on the STAXI, and small, negative treatment effects for the anger management group on the STAXI and on state anger. Thus, results failed to support the hypotheses with the current data set. Limitations of this study and implications for future research and group practice within schools are discussed. The authors thank Ellen Hawley McWhirter, Greg Sandstrom, and the administration, faculty, and students of the participating “alternative high school” for their help and support.     

Evaluation of a mental skills program for serving for an intercollegiate volleyball team

A preseason mental skills program for serving was implemented for the 11 members of an intercollegiate volleyball team (M age = 20.0 yr.; SD = 1.1; years of intercollegiate volleyball experience M = 2.6; SD = 0.9). Key mental skills taught were relaxation, imagery, attentional focus, goal setting, behavioral modeling, and performance routine. A videotaped behavioral model articulated and demonstrated technical performance keys to effective serving. Players utilized a three-phase service routine to increase automaticity of performance and to incorporate key mental skills. End-of-season reported use of imagery was significantly correlated with Good Serve Percentage, as was reported use of a service routine. The mean Good Serve Percentage for the season was 49% (SD=7); the team goal was 50%. Serve-specific self-efficacy significantly increased from the pretraining program to the end of the season. Results indicated that implementing the mental skills training program was associated with enhanced service performance.     

Genetic Counseling Supervisors’ Self-Efficacy for Select Clinical Supervision Competencies

Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors’ perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0–100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants’ self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student’s report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.     

The role of job control as a moderator of emotional dissonance and emotional intelligence-outcome relationships

Job control may be defined as the latitude to make decisions and the freedom to select the most appropriate skills to complete the task. Emotional dissonance may be defined as the conflict between expressed and experienced emotions. In this study, job control and self-efficacy were theorized to jointly affect emotional dissonance. Individuals with high self-efficacy were found to be more satisfied under conditions of little job control, whereas those with low self-efficacy favored high job control. The impact of job control on emotional intelligence was also studied. Emotional intelligence may be defined as the set of skills that contribute to accurate self-appraisal of emotion as well as the detection of emotional cues in others and the use of feelings to motivate and achieve in one's life. Emotional intelligence and job control explained significant amounts of the variance in both job satisfaction and organizational commitment. Theoretical and practical implications are discussed.     

Goal assignment and performance: Assessing the mediating roles of goal commitment and self-efficacy and the moderating role of power distance

This study investigated the effect of goal assignment on the goal commitment, self-efficacy, and performance of individuals who differed on the power distance cultural value dimension. Data were collected from 143 university students in Australia. They were randomly assigned to either a participative or assigned goal setting condition to complete class schedules. Instructional method (i.e., “tell and sell”) and research administrator supportiveness were held constant across the two conditions. Consistent with previous findings, it was hypothesized that self-efficacy and goal commitment would mediate the relation of goal assignment and performance. Extending previous research, it was hypothesized that power distance would moderate the relation of goal assignment and each of goal commitment, self-efficacy, and performance. Hierarchical regression analyses fully supported the mediating and partially supported the moderating hypotheses. Moreover, multigroup structural equation modeling (MSEM) indicated that for low power distance individuals only, self-efficacy mediated the effect of goal assignment on performance.     

团队沟通、工作不安全氛围对创新行为的影响:创造力自我效能感的调节作用

采用问卷调查法,以国内十三家大型企业集团75个工作团队共334名团队成员为研究对象,运用分层线性模型分析技术,探讨了团队沟通、工作不安全氛围对团队成员创新行为的影响,以及创造力自我效能感对此关系的调节作用.结果表明,团队沟通、工作不安全氛围对团队成员创新行为有倒U形的影响;创造力自我效能感调节团队沟通、工作不安全氛围与团队成员创新行为之间的关系:员工的创造力自我效能感越高,团队沟通、工作不安全氛围对团队成员创新行为的倒U形影响越小.     

工作不安全感与幸福感、绩效的关系：自我效能感的作用

旨在探讨工作不安全感对员工工作幸福感和工作绩效(上级评定)的影响,以及一般自我效能感在其中的作用机制。研究采用问卷调查的方法,共收集到513个有效样本。数据分析采用层级回归分析的方法。研究结果发现：⑴工作不安全感对员工工作幸福感和工作绩效都有显著的消极影响;⑵一般自我效能感对工作不安全感与身体健康、心理健康之间关系具有显著的调节作用,但对工作满意度的调节作用不显著;⑶一般自我效能感对不安全感—工作绩效之间关系具有显著的调节作用。这就表明,在当今处于转型期的中国社会里,工作不安全感是影响员工工作幸福感和工作绩效的一个重要压力源,而一般自我效能感可以发挥有效的调节作用     

Moderation and Mediation of HIV-Prevention Interventions: Relationship Status,Intentions, and Condom Use Among College Students1

This study examined the effects of 2 HIV prevention interventions on condom use and mediators of condom use. College students were randomly assigned to a control condition or an intervention (communication skills or technical skills). Those who received either intervention had greater condom use self-efficacy, more positive condom use attitudes, and stronger intentions to use condoms than did controls. Furthermore, 3-month follow-up data revealed that students in either intervention who were not in a steady dating relationship reported more consistent condom use than did those in the control condition, whereas students who were in either intervention and in a relationship reported somewhat less consistent condom use than did those in the control condition. Analyses suggested that effects of the interventions on condom use were mediated by increased intentions to use condoms.     

“激将法”会激发还是打击员工?感知能力不被领导信任的“双刃剑”效应

感知能力不被领导信任是信任研究的重要内容。已有研究普遍认为感知不被领导信任会对员工的自我产生不利影响。相反, 传统领导方式“激将法”则认为领导的不信任可以刺激员工展现更好的自我。为了解释上述矛盾, 本研究基于自我评价理论和心理逆反理论, 采用实验研究和多源多时间点问卷调查研究方法, 探讨了感知能力不被领导信任对员工自我的“双刃剑”效应及边界条件。研究结果表明, 当员工感知领导能力较强时, 感知能力不被领导信任会通过降低员工的工作效能感削弱员工的工作努力和绩效表现; 当员工感知领导能力较弱时, 感知能力不被领导信任会通过增强员工证明自我能力动机提升员工的工作努力和绩效表现。     

Recherche de feedback et performance au travail : l’effet modérateur des orientations vers les objectifs

This paper examines the relationship between the search for positive and negative feedback and job performance, as rated by supervisors, as a function of employees’ goal orientations (learning, performance, and avoidance). Based on a study among 197 employees from various industries, the relationship between the search for positive feedback and job performance was found to be stronger and positive when either learning, performance, or avoidance goal orientation was high, revealing the effects consistently favorable of positive feedback. In contrast, the search for negative feedback exerted a negative effect on job performance among employees who held a high performance goal orientation. We discuss the implications of these findings for our understanding of the effects of feedback-seeking behavior on job performance.     

INTERRELATIONSHIPS AMONG EMPLOYEE PARTICIPATION, INDIVIDUAL DIFFERENCES, GOAL DIFFICULTY, GOAL ACCEPTANCE, GOAL INSTRUMENTALITY, AND PERFORMANCE

A field study was conducted with 41 female typists in a large corporation to test an explanatory model of goal setting. Weekly productivity goals were either assigned by the supervisors or were set jointly with a typist. Goals were set for ten consecutive weeks. A correlational analysis of the data indicated that difficult goals led to higher performance. Higher performance led to higher absolute goals for the subsequent week, but smaller improvement goals. Persons with a high need for achievement and an internal control orientation set higher goals. Goal setting led to greater overall performance improvement for employees who had high self esteem or who perceived goal attainment to be instrumental for getting extrinsic rewards. Hypothesized relationships involving goal acceptance were not supported, which may have been due to a lack of validity for the goal acceptance measure.     

Participation in decision-making by staff in community mental health programs

Staff participation in decision-making was examined in 22 community mental health programs in Michigan. A questionnaire was completed by 164 practitioners employed at least half time. The response rate was 94%. For virtually every work-related decision examined, the practitioners wanted significantly greater participation in decision-making than they currently have. Also, those working in programs where practitioner participation was high reported greater job satisfaction, less role ambiguity, greater use of their skills, better communication among staff, and greater goal clarity and attainability. Practitioner participation was lowest in programs serving more disturbed, less successful populations, such as inpatient, mental retardation, and drug-abuse programs. Para-professional practitioners in all programs reported less participation in their jobs than professional practitioners. Finally, practitioners who typically interact more with clients also reported lower levels of participation.     

Fitness of Job Type and Management by Objectives: Mediating Effects of Perception of Effectiveness and Goal Commitment and Moderating Effects of Supervisor's Behavior

Abstract : This study investigated the influence of job type (line or staff) on perceptions of management‐by‐objectives (MBO) effectiveness, goal commitment, and goal‐attainment behavior, as well as mediating effects of perceptions of MBO effectiveness and goal commitment and moderating effects of supervisor behavior. Participants were 152 employees of a factory that manufactures drugs for a Japanese pharmaceutical company. The primary duties of line personnel involved production. The duties of staff personnel who supported production included supplying materials and production planning. Results indicated that line personnel perceived MBO as a more effective system for improving individual performance and showed higher goal commitment and more active behavior related to goals than staff personnel. Although perception of MBO effectiveness was related to goal commitment, it had no mediating effect. Goal commitment mediated between job type and goal‐attainment behavior. Supervisors’ goal‐setting behavior had different positive effects on goal commitment and goal‐attainment behavior for those in line and staff positions. MBO was a better fit for line positions than staff positions. However, supervisor behavior increased goal‐attainment behavior in staff positions. The results indicated that it is important for supervisors in a business organization to operate a management system flexibly.     

FACTORS AFFECTING THE OPPORTUNITY TO PERFORM TRAINED TASKS ON THE JOB

One factor that can affect the transfer of technical skills to the job is the extent to which the trainee is given the opportunity to perform trained tasks on the job. The opportunity to perform trained tasks was conceptualized as consisting of three dimensions: breadth, activity level, and type of tasks performed. Graduates from an Air Force technical training program and their supervisors ( N = 180) responded to questionnaires measuring these three dimensions and various organizational, work context, and individual factors 4 months after the airmen had completed the training program. The results indicated that airmen obtained differential opportunities to perform trained tasks and that these differences were related to supervisory attitudes and workgroup support as well as the trainee's self-efficacy and cognitive ability. Implications for training research and practice are discussed.     

Finding Work Following Job Loss: The Role of Coping Resources

The negative physical and psychological effects of job loss are well-documented. Much less research has explored factors that might help people cope with job loss and become reemployed quickly. Individuals who became reemployed within 3 months of job loss were more “internal” in locus of control, had greater self-efficacy, and possessed better problem-solving skills than did individuals who remained unemployed.     

Goal Setting Theory,Job Feedback,and OCB: Lessons From a Longitudinal Study

This study examines the relationships among goal setting, job feedback, and employees' formal and informal performance. We argue that the knowledge gained in the field of goal setting may be useful in understanding organizational citizenship behavior (OCB), beyond formal performance. A longitudinal design based on two points in time (T1, T2) and four research stages (A-D) was developed to test a series of hypotheses among student-employees. 176 participants provided data on goal setting (goal specificity and goal difficulty) and on work attitudes (job satisfaction, organizational justice, job commitment) at T1 (stage A). 23 supervisors provided additional data on formal performance and OCB at T1 (stage B) and at T2 (stage D). Employees were given feedback regarding their formal and informal work performance between T1 and T2 (stage C). The results generally support a positive relationship between goal setting, formal performance, and altruistic OCB at T1 but not at T2. Furthermore, job feedback was related to formal performance and to altruistic and compliance OCB at T2. Implications of these findings are discussed in both the context of goal setting theory and the ongoing study of OCB.     

A longitudinal study of active treatment of adaptive skills of individuals with profound mental retardation.

A longitudinal study indicated that a single group of adults living in a large state institution (O'Berry Center in Goldsboro, North Carolina) benefited from receiving active treatment, although no control group was permitted. After five years, 59 individuals with profound mental retardation improved their skills in six general areas of dressing, grooming, eating, toileting, communication, and social interaction. After five more years of active treatment, 51 persons who had remained in the program maintained their skills in dressing, grooming, eating, and communication. Significant improvement in the use of toilet and a loss in social interaction were observed. Although the participants were 10 years older at the end of this study, their adaptive behaviors, in comparison to the date of entry, either improved or were maintained. Therefore, aging was not associated with decline in skills.     

Clustering of skills and occupations: A generic skills approach to occupational training

A report on the process and procedures of determining generic occupational skills and clusters of occupations for optimal occupational training needs is presented. Four hundred and ninety workers and their supervisors representing 37 different occupations were interviewed using a structured questionnaire consisting of items on mathematics, communication, reasoning, and interpersonal and manipulative skills. Respondents were asked to indicate whether a specific skill was a prerequisite to enter a job and also whether that specific skill was required on the job. Six, three, and two hierarchical skill factors and nine occupational clusters were identified. Training and curricular implications were explored.     

Perceptions of Training-Related Factors and Personal Variables as Predictors of Transfer Implementation Intentions

A number of factors influence the outcomes of computer skills training and the likelihood of successful transfer. The first empirical test of a conceptual model of training transfer sought to explain how trainees' perceptions of various in-training transfer-enhancing activities such as overlearning, fidelity, stimulus variability, principles-meaningfulness, self-management activities, relapse prevention, and goal setting would predict the self-efficacy and implementation intentions (rather than actual transfer outcomes) of computer skills trainees. As expected, posttraining self-efficacy and transfer enhancing activities both predicted transfer implementation intentions. Pretraining self-efficacy also significantly predicted posttraining self-efficacy, trainees' level of learning during training and transfer enhancing activities, providing support for the conceptual model of training transfer.