Hurry up! The role of supervisors’ time urgency and self‐perceived status for autocratic leadership and subordinates’ well‐being

This study examines the connections among supervisors’ time urgency, their leadership behavior, and subordinate outcomes. Integrating cognitive perspectives on time urgency with contemporary thinking on the psychological experience of status, we reason that supervisors’ time‐urgent personality relates positively with their autocratic leadership behavior, and we cast supervisors’ self‐perceived status as a moderator of this linkage. Moreover, we enrich this leader‐centric perspective with a complementary, more follower‐centric view, recognizing that the consequences of supervisors’ time urgency likely extend beyond their own behavior to indirectly affect their subordinates’ well‐being at work. We tested our hypotheses using a field sample of 60 supervisors and 277 of their subordinates. Results indicate that (a) supervisors with higher time urgency are more likely to exhibit autocratic leadership behavior when they also perceive themselves as having relatively high status among subordinates, but not when perceiving lower status, and (b) supervisors’ time urgency exhibits a conditional indirect effect (via autocratic leadership) on subordinates’ work stress and time pressure experiences. Hence, this study illustrates an important boundary condition for the consequences of supervisors’ time urgency, and it demonstrates that this personality characteristic not only shapes supervisors’ leadership behavior but also affects the subordinates they are charged with leading.     

Does Family Life Help to be a Better Leader? A Closer Look at Crossover Processes From Leaders to Followers

Although research on family‐to‐work processes is accumulating, not many studies have looked at how the leader's family issues spillover to work and what the consequences are for their followers. We investigate whether leaders’ family‐to‐work conflict (FWC) and enrichment (FWE) influence first their own well‐being at work (i.e., job burnout and work engagement) and consequently the well‐being of their followers due to crossover processes. We test whether crossover is due to the transfer of emotions from the leader to followers (affective crossover) or due to diminished or enhanced support from the leader (behavioral crossover). Using a sample of 199 leaders and 456 followers, we found that leader FWC (Time 1) was positively related to leader feelings of burnout 4 weeks later (Time 2), consequently enhancing follower feelings of burnout 5 weeks after Time 1 (Time 3). Similarly, leader FWE had a positive relationship with follower engagement, through leader enhanced engagement. Our findings fully supported the affective crossover mechanism. In addition, leader burnout was negatively related to leader supportive behavior, indirectly increasing burnout among followers. Our results underscore that leaders’ family life matters at work, influencing not only their own well‐being but also how they motivate and support their followers.     

Affective Match in Leadership: Leader Emotional Displays,Follower Positive Affect,and Follower Performance1

Leader emotions may play an important role in leadership effectiveness. Extending earlier research on leader emotional displays and leadership effectiveness, we propose that the affective match between follower positive affect (PA) and leaders’ emotional displays moderates the effectiveness of leader emotional displays. Leader display of emotions has more positive effects on follower behavior if the match between the valence of leader emotion and follower PA is strong rather than weak. Support for this hypothesis was found in 2 experiments. Congruency between leader emotional displays and follower PA determined follower task performance and extra‐role compliance. Results from the second experiment indicated that this effect is a due to affective aspects of leader behavior and not to the valence of message content.     

Emotions at primary school: Negative achievement emotions and their relation with emotional competencies in ethnic minority and majority students

Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well‐being at school among minority and majority students.     

Charismatic Leadership and Cooperation in Social Dilemmas: A Matter of Transforming Motives?1

The present experiment examined whether leaders high in charisma are able to motivate decision‐makers to cooperate more in a public goods dilemma. On the basis of charismatic leadership theories, it was expected that a charismatic leader would be able to transform people's motives beyond self‐interest, consequently increasing cooperation. This transformation effect was expected to occur among individuals aimed at maximizing their own self‐interest (i.e., pro‐selfs), but not among those aimed at maximizing joint or collective outcomes (i.e., pro‐socials). Furthermore, leader's charisma was experimentally manipulated by means of describing the leader as either self‐sacrificing or benefiting. The results revealed that self‐sacrificing leaders, contrary to benefiting leaders, were perceived as more charismatic and were able to motivate decision‐makers to cooperate more. The latter effect appeared to be more pronounced among pro‐selfs rather than pro‐socials, as such supporting the transformational idea of charismatic leaders. Further results showed that this behavioral effect was mediated by perceptions of legitimacy. The meaning and conception of charismatic leadership in decision‐making situations are discussed by using insights from the social dilemma and charismatic leadership literature.     

Transformational Leadership and Follower Task Performance: The Role of Susceptibility to Positive Emotions and Follower Positive Emotions

Purpose

The aim of the present study is to examine transformational leadership (TFL) from an emotion-based perspective. We apply susceptibility to positive emotions (STPE) as the moderator and follower positive emotions (PE) as the mediator in the relationship between follower perceptions of TFL and follower task performance (TP).

Design/Methodology/Approach

Survey data were collected from multiple sources, comprising 304 supervisor-subordinate dyads in 42 functional units of the Taiwanese military. Hierarchical linear analysis (HLM) was performed to examine our proposed model.

Findings

The HLM results confirmed that follower perceptions of TFL were positively related to follower PE. Further, individual differences in STPE moderated the relationship between follower perceptions of TFL and follower PE. Finally, follower PE mediated the moderated relationship among TFL, STPE, and follower TP.

Implications

This study advances understanding of when, how, and why TFL can enhance follower TP. The findings also address the complex role of STPE and follower PE in the relationship between follower perceptions of TFL and follower TP.

Originality/Value

Emotions have attracted increasing attention in the leadership literature recently, particularly with regard to the transformational leader–follower relationship. This study enhances understanding of how TFL functions by accounting for followers’ STPE. In addition, we respond to Avolio et al.’s (Ann Rev Psychol 60:421–449, 2009) call to test the mediated-moderation effect that links TFL to follower outcomes.     

Servant leadership,leader gender,and team gender role: Testing a female advantage in a cascading model of performance

We integrate the theory of gender role congruity with extant research on servant leadership to propose and test a moderated process model in which we hypothesize that servant leadership's effects on outcomes are stronger when implemented by women, and when it takes place within teams high in feminine gender role composition. Specifically, we theorize that servant leadership's communal emphases on stakeholders and relationships align with female role prototypes, which should lead to female advantages for job performance through the proposed serial mediators of prosocial motivation and follower servant leadership behaviors. We test this moderated, serial‐mediation model in a temporally lagged field study with a multi‐organizational sample including 109 teams. We find evidence that the mediated process model is moderated at the first stage such that in teams higher in feminine gender role composition, servant leadership has greater direct effects on prosocial motivation, as well as indirect effects on follower servant leadership and performance. We do not find support for our hypothesis that a similar moderated effect would emerge for leader sex; instead, we find that the effect of servant leadership on follower servant leadership, and subsequently to performance, is stronger for women leaders than it is for men. The implications of these findings for the servant leadership and role congruity literatures are discussed.     

The Moderating Roles of Perceived Task Interdependence and Team Size in Transformational Leadership’s Relation to Team Identification: A Dimensional Analysis

This study is aimed at investigating perceived task interdependence and team size as contingencies for team leaders’ transformational leadership influence on team identification. Data were obtained from a two-phase survey among 234 employees from ten multinational pharmaceutical subsidiaries in South Korea. Each dimension of transformational leadership by team leaders relates positively to team identification. However, the impact of leadership dimensions on team identification is attenuated by distinct moderator(s): charisma by higher perceived task interdependence, individualized consideration by larger team size, and intellectual stimulation by higher perceived task interdependence or larger team size. This study’s findings help us develop a more nuanced understanding of how transformational leadership operates. This study illustrates that team leaders’ transformational influence on team identification fluctuates, depending on the team structure. Such knowledge may help inform team leader development and team-structuring strategies used by practitioners and may contribute to improving organizational team effectiveness. This is one of the first studies showing evidence that the influence of the dimensions of transformational leadership is contingent upon distinct moderators, thereby contributing to advancing the theory of transformational leadership. Further, this study, by investigating team structure as a contingency of the transformational leadership-team identification relationship, complements previous research that focused on follower characteristics. Additionally, our explicit attention to the team as both the context of leaders’ action and the target of employee identification helps us gain a more concrete understanding of team leadership and team development issues, which are particularly salient in the highly competitive pharmaceutical industry.     

Students' daily emotions in the classroom: Intra‐individual variability and appraisal correlates

Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variability in emotional experiences and (2) to investigate how competence and value appraisals are associated with emotions. It was hypothesized that emotions would show substantial within‐student variability and that there would be within‐person associations between competence and value appraisals and the emotions. Sample(s). The sample consisted of 120 grade 7 students (52%, girls) in 5 randomly selected classrooms in a secondary school. Method. A diary method was used to acquire daily process variables of emotions and appraisals. Daily emotions and daily appraisals were assessed using items adapted from existing measures. Results. Multi‐level modelling was used to test the hypotheses. As predicted, the within‐person variability in emotional states accounted for between 41% (for pride) and 70% (for anxiety) of total variability in the emotional states. Also as hypothesized, the appraisals were generally associated with the emotions. Conclusions. The within‐student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within‐student variability in emotions is systematic.     

初中生数学成绩、数学学业能力自我概念与数学学业情绪的关系

采用学业情绪问卷、数学学业自我概念问卷调查了370名初中学生,以探讨初中生数学学业情绪特点及其与数学成绩、数学学业能力自我概念间的关系。结果发现：（1）除积极高唤醒情绪外的其它数学学业情绪在性别上差异显著,除消极高唤醒外的其它情绪在年级上差异显著。（2）数学成绩通过数学学业能力自我概念间接预测四类数学学业情绪。结论是,初中男生数学积极情绪多于女生,女生数学消极情绪多于男生,积极情绪随年级下降,消极情绪随年级上升;初中生数学学业能力自我概念在数学成绩和数学学业情绪间起完全中介作用。     

‘A man after god’s own heart’: charisma,masculinity and leadership at a charismatic Church in Brighton and Hove,UK

This article suggests that the gendered aspects of charisma have so far been overlooked in recent scholarship and seeks to align studies of charismatic religious leaders more fully with studies of masculinity and the ‘masculinisation’ of Charismatic churches. Based on research conducted at the Church of Christ the King (CCK) in Brighton and Hove, UK, I analyses how leadership operates as a key language for mediating masculinity, giving young men ways of being manly within both Christian and church parameters as well as forming links between experienced leaders and their young apprentices. Focusing on a dramatic visit by a notorious international preacher as an instance of charismatic masculinity in action, the author shows how an understanding of a corporate culture of masculinity can lend new insight into our understanding of charisma as both a relational construct and a system of individual authority which is tested at times of crisis and succession.     

The impact of posttraumatic growth,transformational leadership,and self-efficacy on PTSD and depression symptom severity among combat Veterans

Previous research has established self-efficacy as essential to postdeployment adjustment among Veterans, and perceived transformational leadership is well known for its positive effects on follower outcomes across contexts. However, little is known regarding how transformational leadership may relate to posttraumatic growth and self-efficacy in fostering psychological wellbeing among combat Veterans. The purpose of this study was to examine the role of transformational leadership in predicting posttraumatic stress disorder (PTSD) and depression symptoms among combat Veterans, as well as how posttraumatic growth and postdeployment coping self-efficacy may influence these relations. The study sample consisted of 130 combat Veterans recruited from a university, Veterans Affairs medical center, and the greater community. Path analysis based on bootstrapped resampling revealed postdeployment coping self-efficacy and perceived transformational leadership as predictors of lower PTSD and depression symptom severity. In addition, mediation modeling revealed that postdeployment coping self-efficacy mediated the relation between transformational leadership and both PTSD and depression, while posttraumatic growth did not predict PTSD symptoms. These findings may aid in the prediction of PTSD and depression symptoms among Veterans, which may then influence pre-deployment leadership training among military personnel as well as clinical treatment protocols for Veterans.     

Getting the Job: Attributional Retraining and the Employment Interview1

This study examined the effectiveness of attributional retraining (AR) in an employment interview setting. Our sample consisted of 50 co‐operative education students completing job interviews who were randomly assigned to a control or writing‐based AR condition. Dependent measures included attributions, expectations, and affect, as well as behavior with respect to an interview skills workshop, and actual employment outcomes. Results showed AR to promote controllable failure attributions, expectations, motivated behavior, and interview success, particularly among participants with maladaptive baseline attributions. Findings further revealed AR effects on emotions mediated by post‐treatment attributions. Implications for attribution theory and research on AR in employment settings are discussed.     

Personality and Charismatic Leadership in Context: The Moderating Role of Situational Stress

We adopt an interactionist perspective and extend previous work on personality and charismatic leadership by considering the relationship between them across contexts. Based on Gray's reinforcement sensitivity theory, we expected the relationships between approach‐oriented dispositions and charisma to diminish under conditions of high workload‐induced stress. In a large‐scale lab study with 201 groups (Study 1, N = 721 participants), we manipulated conditions of stress and tested the interaction of stress with leaders’ extraversion and openness to experience in predicting their charismatic behaviors. We then tested, in a field study of 71 executives (Study 2, N = 256 participants), the interaction of employees’ reported stress with leaders’ stimulation values in predicting their charismatic behavior. In support of our hypotheses, the relationships between approach‐oriented dispositions and charisma were significantly weaker when stress was high. We discuss theoretical and practical implications of this finding, in particular given that it is in stressful conditions under which charismatic leadership is said to be most important.     

Grade effects on teacher ratings of ADHD symptoms among primary school students

Several studies have reported that being younger for grade increases the risk of having attention deficit hyperactivity disorder (ADHD) diagnosis and being on ADHD medication among students. The aim of this study was to investigate this association in a low‐middle income country setting. Sample included 2,627 children from first to fourth grades. We compared students who were older than the 75th and younger than the 25th percentiles in consecutive grades. Teachers completed SNAP‐4 scale. Results indicated that teacher rated ADHD symptoms were 2.5 to 3.6 times more common in students who were younger for their grade, after age, gender, and Fluid IQ scores were controlled. Teacher SNAP‐4 scores were also significantly associated with grade. Our results suggested that the phenomenon of higher rates of teacher rated ADHD symptoms among younger for grade students was not limited to Western countries and that the teacher reported symptom loads were higher in these children.     

Cross-cultural variations in leadership perceptions and attribution of charisma to the leader

Leadership perception is based on (a) a recognition-based process that involves categorization of leaders’ characteristics into relevant stereotypes; and (b) an inference-based process that involves making attributions for leaders’ characteristics based on outcomes of salient events ([Lord and Maher, 1993]). The present study examined the interactive effects of these two alternative processes of leadership perceptions on attributions of charisma cross-culturally. Groups of participants from either a collectivistic culture (Turkey) or an individualistic culture (United States) read a vignette about a prototypical or antiprototypical leader (manipulation of recognition-based process) whose company produced a slight or significant increase in sales (manipulation of inference-based process). The results showed that the co-occurrence of these two processes produced optimal attribution of charisma to the leader. In addition, the leaders’ prototypical characteristics were more effective in forming a leadership impression in an individualistic culture, whereas collectivistic people made attributions based on the company performance outcome.     

Follower moral reasoning influences perceptions of transformational leadership behavior

Transformational leadership reflects charismatic, but ethical, influence on followers. However, leadership ultimately occurs through the perceptual and attribution processes within followers. Accordingly, the perception and evaluation of transformational leadership is likely to be influenced by followers' moral reasoning, which is the ability that allows individuals to identify and interpret ethically‐salient issues in social environments. As predicted by social‐cognitive principles of self‐schemas, observers' moral reasoning positively related to the perception and positive evaluation of transformational leadership behavior, but not to positive affective reactions towards that behavior. These same relationships did not occur for the perception and evaluation of transactional leadership behavior. Implications for whistle‐blowing behavior, organizational ethics, and the measurement of transformational leadership are discussed.     

Achievement emotions in elementary,middle, and high school: How do students feel about specific contexts in terms of settings and subject‐domains?

The present work investigates students' representation of achievement emotions, focusing in context‐specific situations in terms of settings and subject‐domains, as a function of grade level. We involved 527 fourth‐, seventh‐, and eleventh‐graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait‐multimethod analyses indicated higher salience of subject‐domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain‐specificity.     

Limits of authenticity: How organizational politics bound the positive effects of authentic leadership on follower satisfaction and performance

The authentic leadership paradigm has been widely advocated as an effective leadership approach for organizations interested in promoting positive and ethical leader—member relations. Despite accumulating evidence concerning the positive follower effects of authentic leadership, research examining potential boundary conditions remains limited. The political influence theoretical perspective promises to shed new light on the effects of authentic leadership by proposing that authentic leadership may be less effective in political contexts, bounding its positive operation on followers. Specifically, we anticipate that organizational politics will erode the motivational power of authentic leaders on followers, reducing their ability to engender positive performance contributions in followers. We also predict that organizational politics will weaken the positive relationship between authentic leadership and job satisfaction by reducing the ability of employees to realize their goals at work. To explore these theoretical assertions, we incorporated a two-study functional replication (n₁ = 265; n₂ = 175) to ascertain how authentic leadership and organizational politics impact follower job satisfaction, organizational citizenship behavior (OCB), and task performance. We find that organizational politics consistently weaken the positive effects of authentic leadership on follower OCB across two studies. Furthermore, in Study 2, our findings suggest that organizational politics attenuate the positive impact of authentic leadership on follower job satisfaction and task performance. We discuss theoretical and practical implications.     

Social identity,attribution, and emotion: Comparisons of Americans,Korean Americans,and Koreans

The social identity of another person, in addition to the social identity of self, can be an important factor affecting the types of attribution judgments and emotions that individuals indicate for the other person. In April 2007, the perpetrator of the shooting incident on the Virginia Tech University campus was identified as a person who emigrated to the USA from Korea at a young age. The current study compared non‐Korean Americans, Korean Americans, Koreans in the USA, and Koreans in Korea in terms of their attributions and emotions concerning the perpetrator and the shooting incident. Participants were asked to indicate (1) the extent to which they attributed the cause of the incident to either American society or the perpetrator, (2) their emotions (e.g., upset), and (3) the extent to which they categorized the perpetrator as an American, a Korean American, or a Korean. The results indicated that non‐Korean Americans were most likely to attribute the cause of the incident to the perpetrator as opposed to American society. Non‐Korean Americans, Korean Americans, and Koreans in the United States had more negative emotions (e.g., unhappy, sad, and upset) about the incident than Koreans in Korea did. The results also indicated that individuals differed in their attributions and emotions depending on how they categorized the perpetrator. For example, categorizing the perpetrator as being a Korean was positively related to Americans’ tendency to hold the perpetrator responsible, while categorizing the perpetrator as being an American was negatively related to the tendency to hold the perpetrator responsible among Koreans in Korea. The findings may imply that social identity theory, intergroup emotion theory, and cultural orientations (e.g., individualism and collectivism) can provide insights into people's reactions to a tragic incident.