Intent to harm or injure? Gender and the expression of anger

Gender differences in aggressive behaviour but not in anger suggest that women may express anger through behaviours that lack intent to harm or injure. Angry behaviours (injurious and noninjurious) were rated in terms of their likelihood of use when angry (N=888). Confirmatory factor analysis revealed a direct aggression factor and two further scales: explosive acts (e.g. throwing objects when alone) and defusing acts (e.g. talking to a third party). Men exceeded women on direct aggression and explosive acts, whereas women exceeded men on defusing acts. Expressive beliefs about aggression (as a loss of self-control) were higher among women and strongly associated with use of defusing acts and the avoidance of direct aggression. Instrumental beliefs about aggression (as a means of control over others) were higher among men and showed the opposite pattern of associations. We highlight the need for further work on actors' intention in relation to angry behaviours and the impact of context on these intentions.     

Observation of children with attention‐deficit hyperactivity (ADHD) problems in three natural classroom contexts

Background. Observation studies of students with attention‐deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare. Aims. The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on‐task behaviours, as well as considering differences between classroom contexts. Sample. DSM‐III‐R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students. Method. Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988 ). Correlations between teacher reports and observation codes were computed, and systematic differences between students with ADHD problems and controls in different classroom contexts were examined using a generalized linear mixed model (GLMM). Results. Global teacher reports showed moderate to strong correlations with observed student behaviours. Expected on‐task behaviour demonstrated the strongest relationship (r >?.70) with teacher reports. As hypothesized, the children with ADHD were more disruptive and inattentive than their matched peers. They were also less often inconspicuous on‐task as expected by their teachers. However, their behaviour was assigned to two other on‐task categories more often than their peers, and this raised their total on‐task behaviour to over 66%. Situational differences were found for all codes as well, which mostly affected all students in a similar way, not just students with ADHD. Conclusions. ADHD related behaviours are pervasive across the classroom situations coded. Teachers appear to distinguish between desirable and undesirable on‐task behaviours. Nevertheless, assisting students with ADHD problems requires shaping both. Future studies need to include more differentiated codes for various types of on‐task behaviours and also need to code the lesson context concurrently.     

Book Reviews

Book reviewed in this article: An A to Z practical guide to emotional and behavioural difficulties: By Harry Ayers & Cesia Prytys Developing inclusive practice — A practical guide: By Rita Cheminais Investigating troublesome classroom behaviour — Practical tools for teachers: By Loraine Corrie Supporting children with behaviour difficulties — A guide for assistants in schools: By Glenys Fox Challenging behaviours in mainstream schools — Practical strategies for effective intervention and reintegration: By Jane MacSherry Incorporating social goals in the classroom — A guide for teachers and parents of children with high functioning autism and Asperger syndrome: By Rebecca Moyes Remaking the concept of aptitude — Extending the legacy of Richard E. Snow: By L. Corno, L.J. Cronbach, H. Kupermintz, D.F. Lohman, E.B Mandinach, A.W. Porteus & J.E. Talbert Gifted children grown up: By Joan Freeman Understanding children's experiences of parental bereavement: By J. Holland Literary practices as social acts: Power, status and cultural norms in the classroom: By Cynthia Lewis Language and image in the reading‐writing classroom: Teaching vision: Edited by Kristie Fleckenstein, Linda Calendrillo & Demetrice Worley Phonics exposed: Understanding and resisting systematic direct intense phonics instruction: By Richard Meyer     

The development of the Meaning in Life Index (MILI) and its relationship with personality and religious behaviours and beliefs among UK undergraduate students

The scales available for assessing meaning in life appear to be confounded with several related constructs, including purpose in life, satisfaction with life, and goal-directed behaviour. The Meaning in Life Index (MILI), a new instrument devised as a specific measure of meaning in life, was developed from responses to a pool of 22 items rated by a sample of 501 undergraduate students in Wales. The nine-item scale demonstrated sufficient face validity, internal consistency, and scale reliability to commend the instrument for future use. With respect to personality, the MILI scores were most strongly predicted by neuroticism (negatively), and less strongly by extraversion (positively) and psychoticism (negatively). With respect to several religious behavioural variables, those who attended church at least weekly returned significantly higher MILI scores than those who attended church less frequently. Intrinsic religiosity was the only orientation to be significantly associated with the MILI scale scores, although the magnitude of the association was smaller than anticipated. These results suggest that meaning in life is associated more strongly with individual differences in personality than with specific religious behaviours and attitudes. The implications of these results are discussed in terms of individual's personal values and attitudes that might underlie their experience of a meaning in life.     

Perceived parental behaviours and motivational processes among adolescent athletes in intensive training centres: A profile approach

Parental behaviours influence athletes’ psychological functioning in different ways. To date, research has typically explored parental behaviours one by one, and few papers have simultaneously considered sets of parental behaviours. The objectives of this study were to: (a) identify parental behaviours using a person-centred approach and differentiating mother’s and father’s behaviours; (b) explore the changes of parental behaviour profiles across the season; and (c) examine the prospective impact of parental behaviour profiles at the beginning of the season on athlete scores of motivation, satisfaction, and frustration of basic psychological needs at the end of the season. A longitudinal two-wave measurement design (beginning and end of a season) was used in the study. A sample of 226 French athletes completed self-reported questionnaires: (a) at the beginning and end of the season to measure the behaviours of their parents; and (b) at the end of the season to assess their motivation, satisfaction, and frustration of basic psychological needs. Latent profile transition analysis revealed three parental behaviour profiles: (a) moderate parental involvement; (b) moderate to high parental involvement; and (c) moderate mother’s involvement and low father’s involvement. The profiles were based on associated patterns of four mother’s and father’s behaviours: (a) directive behaviours; (b) active involvement; (c) praise and understanding; and (d) pressure. The three parental behaviour profiles remained stable across the season (i.e., inter- and intra-individual stability). Athletes who reported the moderate parental involvement profile at the beginning of the season had lower scores of controlled motivation and frustration of autonomy as well as higher scores of satisfaction of competence and relatedness at the end of the season than their counterparts from the two other profiles. This study contributes to enriching the complex picture of parental involvement in the sport to help sport organisations identify parents at risk of impeding their child’s development.     

Unravelling the motivational yarn: A framework for understanding the instigation of implicitly motivated behaviour resulting from deprivation and positive affect

Research suggests that the motivation to perform specific behaviours can originate in the unconscious. This implicit motivation can generally be traced to two basic sources: Deprivation of essential resources and positive affect attached to the specific behaviour. Yet, whereas previous research has increased our understanding of the emergence of implicit motivation, there is little theoretical analysis and empirical research that addresses how these sources interact in producing motivation. This chapter presents a framework for the comprehension of implicitly motivated behaviour resulting from deprivation and positive affect. The framework consists of two essential components. First, it proposes that mental representations of behaviour direct and prepare individuals to engage in behaviour. Second, it suggests that a reward signal either emanating from deprivation or positive affect acts upon behaviour representations to produce motivated behaviour. We present several findings supporting the framework and discuss these findings in the context of non-conscious goal pursuit and needs.     

The effects of self-monitoring and self-reported consistency on the consistency of personality judgments made by strangers and intimates

How consistent are strangers' and intimates' judgments of stimulus people's personalities, and how is this interjudge consistency affected by stimulus persons' assessed self-monitoring and self-reported behavioral consistency? To answer these questions, 38 stimulus subjects rated themselves on the personality dimensions of extraversion and anxiety and also rated their cross-situational consistency on these dimensions. Strangers, friends, mothers, and fathers of stimulus persons also rated them on extraversion and anxiety. The results indicated that: For judgments of anxiety there was lower interjudge consistency for high than for low self-monitoring stimulus subjects. For judgments of extraversion there was no difference in interjudge consistency for low and high self-monitoring stimulus subjects. The results also showed that anxiety was a more “private” trait in that intimates' but not strangers' judgments correlated with stimulus subjects' self-reported anxiety (r = .50 and r = .11, respectively), while extraversion was a more “public” trait in that both intimates' and strangers' judgments correlated with stimulus subjects' self-reported extraversion (r = .42 and r = .51, respectively). These results suggest that self-monitoring of stimulus persons affects interjudge consistency of peroonality judgments particularly for “private” traits such as anxiety, which are most subject to expressive control and inhibition.     

Personality and leader effectiveness: a moderated mediation model of leadership self-efficacy, job demands, and job autonomy

The trait theory of leadership is advanced by a joint investigation of the mediating role of (a) leadership self-efficacy (LSE = leader's perceived capabilities to perform leader roles) in linking neuroticism, extraversion, and conscientiousness with leader effectiveness and (b) the moderating role of job demands and job autonomy in influencing the mediation. Using K. J. Preacher, D. D. Rucker, and A. F. Hayes' (2007) moderated mediation framework, the authors tested the model (over a 2-year period) with matched data from 394 military leaders and their supervisors. Results showed that LSE mediated the relationships for neuroticism, extraversion, and conscientiousness with leader effectiveness. Moderated mediation analyses further revealed that LSE mediated the relationships for (a) all 3 personality variables for only those leaders with low job demands; (b) neuroticism and conscientiousness for only those leaders with high job autonomy; and (c) extraversion, regardless of a leader's level of job autonomy. Results underscore the importance of accounting for leaders' situational contexts when examining the relationships between personality, LSE, and effectiveness.     

Blood and organ donation: health impact,prevalence, correlates,and interventions

Abstract

Objective: Without a supply of blood, health services could not meet their clinical needs. Similarly, organs for transplantation save and transform lives. Donations are acts of generosity that are traditionally seen as altruistic, and accordingly, interventions to recruit and retain blood and organ donors have focused on altruism. We review the predictors, prevalence and correlates of these two behaviours, how effective interventions have been, and draw common themes.

Design: Narrative review.

Results: We highlight that both recipients and donors benefit, and as such neither blood nor organ donation is purely altruistic. We also highlight health problems associated with both types of donation. In evaluating interventions, we highlight that a move to an opt-out policy for organ donation may not be the simple fix it is believed to be, and propose interventions to enhance the effectiveness of an opt-in policy (e.g. social media updates). We show that incentives, text messaging, feedback and a focus on prosocial emotions (e.g. ‘warm-glow’, ‘gratitude’) may be effective interventions for both blood and organ donation. Interventions designed to reduce fainting (e.g. water pre-loading) are also effective for blood donation.

Conclusions: We conclude that affect is key to understanding both types of donation and in designing effective interventions.     

Expressive control,expressive consistency,and the correspondence between expressive behavior and personality1

Does expressive behavior reflect personality? This paper proposes that expressive control is an important “moderating variable” affecting expressive behavior, expressive consistency, and the correspondence between expressive behavior and personality. To demonstrate this, a study was carried out in which 68 subjects were selected, according to a 2×2×2 factorial design, who were low and high on assessed extraversion, neuroticism, and self-monitoring (a measure of expressive control). Subjects were then videotaped as they role-played being teachers. A number of specific expressive behaviors were measured (subjects' stride length, graphic expansiveness, percent of forward eye-contact, and percent of time talking), and also groups of naive judges rated how “extraverted” and “anxious” subjects appeared. The following results supported our hypothesis: (1) Self-monitoring was significantly related to subjects' expressive behaviors and judged personalities, while assessed extraversion and anxiety were not. (2) Expressive control was used to suppress the “accurate” display of anxiety but not extraversion. (3) Bodily expression was less controlled than facial or vocal expression. And (4), persons low and high on self-monitoring showed different patterns of cross-situational and cross-channel (face, body, voice) expressive consistency.     

Changing lives in the classroom

This paper sets out to describe the search for solutions as the complexity of the teacher’s role with vulnerable pupils gradually became apparent. The aim is to demonstrate how the application of psychoanalytic theories examining the unconscious processes in individuals and their influence on classroom behaviour enhanced the capabilities of the teacher and helped her to look beyond mere management of behaviour in the classroom. The use of these theories provided a ‘thinking’ space for the teacher whereby teacher–pupil relationships and behaviours could be thought about and ‘contained’ thereby facilitating the teaching process for both teachers and pupils. Examples of classroom practice are provided whereby an applied psychoanalytic framework proved to be a potent source of renewal and increased capacity in the teacher. The active participation of the teacher in her own learning process of applying psychoanalytic concepts contributes to an ongoing, developing project with her pupils.     

Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis

College teachers' ages and personalities, and students' course grades, gender, enrollment status, academic abilities, and ages were investigated as predictors of student evaluations of faculty. An evaluation form containing 7 items reflecting the personality trait of extraversion and 8 items reflecting teaching effectiveness was used to collect data from 351 undergraduates. Teachers' extraversion (.79) and teachers' ages (-.08) were correlated highest, and students' gender was correlated lowest (.08) with teaching effectiveness. Hierarchical regression revealed that teachers' extraversion was the only significant predictor of student evaluations (beta = .76, p < .001) after controlling for enrollment status, course grades, and student ages.     

Culture and the behavioural manifestations of traits: an application of the Act Frequency Approach

The behavioural manifestations of Big Five traits were compared across cultures using the Act Frequency Approach. American (n = 176) and Filipino (n = 195) students completed a Big Five measure and act frequency ratings for behaviours performed during the past month. Acts for specific traits cohered to an equivalent degree across cultures. In both cultures, the structure of act composites resembled the Big Five and the strength of trait‐behaviour relationships was very similar. Many acts were multidimensional and analyses revealed cultural commonalities and differences in the relevance and prevalence of acts for the Big Five traits. The results were more consistent with trait than cultural psychology perspectives, because traits predicted behaviour equally well, on average, in the two cultures. Copyright © 2007 John Wiley & Sons, Ltd.     

Longitudinal relations among perceived parental warmth,self-esteem and social behaviours from middle childhood to early adolescence in China: Disentangling between- and within-person associations

Although several studies have addressed the relations between perceived parental warmth and social behaviours, few have distinguished their between- and within-person effects or explored their within-person mediating mechanisms. This study examined the transactional relations among perceived parental warmth (i.e. maternal warmth and paternal warmth), children's self-esteem and children's positive/negative social behaviours (i.e. prosocial behaviour and delinquent behaviour) along with the mediating role of self-esteem after disentangling between- and within-person effects. A total of 4315 Chinese elementary children (44.9% girls; M_age = 9.93 years, SD = 0.73) completed relevant measures on four occasions employing 6-month intervals. Results of random-intercept cross-lagged panel models showed that (a) perceived parental warmth reciprocally and positively predicted prosocial behaviour and self-esteem; (b) perceived paternal warmth reciprocally and negatively predicted delinquent behaviour; (c) self-esteem reciprocally predicted prosocial and delinquent behaviour; (d) perceived maternal warmth reciprocally and positively predicted prosocial behaviour through self-esteem; (e) perceived parental warmth reciprocally and negatively predicted delinquent behaviour through self-esteem; and (f) perceived maternal and paternal warmth differed in their relations with prosocial and delinquent behaviours through self-esteem. These findings illuminated the complicated longitudinal within-person interactions among perceived parental warmth, self-esteem, and social behaviours, the specific mediating mechanism of self-esteem, and the differing results associated with perceived maternal and paternal warmth, all of which yield significant implications for assessments and early interventions aimed to promote positive social behaviour.     

Prototypical Behaviour Patterns of Social Intelligence: An Intercultural Comparison between Chinese and German Subjects

By using the Act Frequency Approach (Buss & Craik, 1980), Chinese subjects (N = 31) generated a list of acts (specific behaviours) considered to represent social intelligence. These acts were rated by Chinese subjects (N = 39) and German subjects (N = 29) for prototypicality. A comparison of results showed that the construct of social intelligence is culture dependent. For the Chinese, social intelligent behaviours seem to reflect the classical traditions and ideals of Confucianism. Acts that received the highest scores were those that described conforming to and fulfilling expected roles, and acts in which the wellbeing of the entire society was described as being more important that the desires of an individual. This was especially true for older subjects and for women. Items controlling for socially desirable behaviour and social engagement showed clear differences between the two cultures; as expected, the German subjects rated these items lower, whereas the Chinese subjects found both items to be high prototypical of social intelligence.     

Young children's practical deceptions and their understanding of false belief

This paper deals with young children's understanding of false belief and their behaviour in situations of deception. It is argued that it is unsurprising that children under the age of 4 fail traditional false belief tests; and yet that children aged 2–3 do implement deceptive behaviours. To achieve compatibility, a particular category of deceptive acts (deceptive acts where awareness of the dupe's erroneous belief plays no role) is detailed. Deceptive behaviours are treated as belonging to the category of pretend behaviours. Some developmental considerations, concerning the links between deception and false belief are put forward.     

Why do they do it? Affective motivators in adolescents' decisions to participate in risk behaviours

Affective motivators have been targeted in many theories as playing a critical role in adolescents' decisions to participate in a variety of risky behaviours that may have life-altering consequences. In this study, we examined the role of several of these affective motivators across low and high experience groups to determine their perceived influence on the desire to participate in each of five risky behaviours (drinking alcohol, using drugs, having sex, smoking cigarettes, and skipping school). The affective motivators included those that: (a) promote risky behaviours by enhancing pleasant affective states (sensation seeking, social/emotional), (b) promote risky behaviours by reducing or avoiding negative affective states (negative emotions, tension reduction), and (c) deter risky behaviours by avoiding anticipated regret (e.g. of harming future). Results showed that the perceived motivational strength of the affective goals differed substantially between low and high experience groups and across the different risky behaviours. Adolescents with less experience were much more focused on avoiding the negative affective consequences associated with regretting unfavourable future outcomes. In contrast, adolescents with more experience participating in a risky behaviour held stronger beliefs that participation in the behaviour could both enhance positive and reduce negative affective states. We describe how the perceived importance of these motives varies across the risky behaviours, and offer insights into the likely motivational changes that occur as an adolescent moves from no experience to chronic experience engaging in risky behaviours.     

Job crafting mediates how empowering leadership and employees’ core self-evaluations predict favourable and unfavourable outcomes

ABSTRACT

Based on job crafting theory and workplace resources theories, the present study develops a model of both antecedents and consequences of job crafting. We hypothesized subordinates’ perceptions of empowering leadership and core self-evaluations influence employee job crafting behaviours, which subsequently influence four outcomes: improving three employee well-being outcomes, (a) work-family enrichment, (b) flourishing, and (c) life satisfaction; and simultaneously reducing the organizational outcome of (d) deviant behaviours. Three-waves of data over nine months were collected from U.S. full-time employees (n = 276). Results showed empowering leadership and core self-evaluations positively related to expansive/approach forms of job crafting behaviours, which in turn related to the three different well-being outcomes. However, job crafting did not affect employee deviant behaviour. Instead, empowering leadership and core self-evaluations directly predicted less deviant behaviour. With the imputed data, we also found job crafting had a significant but weak relationship with deviant behaviour. These findings provide an integrated understanding of how and why employees engage in job crafting, and the important influence that job crafting has on employees’ subjective well-being. The present study advances leadership and job crafting theories, providing practical recommendations for promoting employee well-being and decreasing undesirable behaviours in the form of workplace deviance.