Characterizing positive and negative ‘voicers’ in elite sport teams: The role of the Five Factor Model and narcissism in players’ frequency and passing on of voice

ObjectiveThis study examined the role of the Five Factor Model and grandiose narcissism in players’ positive (i.e., constructive voice, supportive voice) and negative voice (i.e., defensive voice, destructive voice) in elite sport teams.MethodPlayers from six field hockey and seven korfball teams from the two highest national levels were assessed for four weeks. Using social network analyses, players’ personality was related to their self-reported voice frequency, their voice frequency as perceived by all teammates (other-ratings), and the extent to which they pass on voice.ResultsExtraversion was positively related to players’ frequency of positive and negative voice. Other traits such as conscientiousness and emotional stability were only related to, respectively, positive or negative types of voice. Not all personalities (e.g., extraversion) were consistent in how they assess their own voice versus how others perceive this. Interestingly, traits such as extraversion, emotional stability and the agentic facet of narcissism were found to predict the passing on of voice.ConclusionThis study explored the importance of personality for (a) players’ frequency of a differentiated set of positive and negative voice and (b) the extent to which they function as ‘gates’ that more covertly pass on voice. Further, the results provide perspective on how specific personalities view their voice behavior versus how their teammates perceive their voice behavior. In this way, this study is a first step in identifying players who have the potential to endanger or strengthen a team in a clear or subtle, yet influential way.     

The Effects of Social Roles and Personality Motives on Autobiographical Memory

In the present study we examined how agentic and communal social roles and personality motives were related to the quality (including emotions and agentic and communal themes) and cognitive structure (differentiation and integration) of women's autobiographical memories. One hundred twenty-seven college-aged women were asked to describe a personal memory after being randomly assigned to either agentic or communal task conditions. In the agentic task condition, participants completed a creative building task alone, and in the communal task condition, participants completed the same task with a confederate. Personality motives were measured by both explicit (self-report) and implicit (TAT stories) measures. Following the task, participants wrote about an autobiographical experience in which they were in either agentic or communal social roles. Linear multiple regression analyses indicated that participating in an agentic task, as compared to a communal task, was related to the inclusion of fewer agentic themes as well as to a higher frequency of shame and anger words in autobiographical memories. Congruence between social roles and implicit personality motives (e.g., an agentic task assignment and high agentic motives) yielded less negatively laden autobiographical memories than incongruence between social roles and personality motives (e.g., an agentic task assignment and high communal motives). Furthermore, participants who scored high on both explicit agentic and communal motives included more positive emotion words in their memories than did other groups.     

Exploring the Roles of Emotions, Motivations, Self-Efficacy, and Secondary Control Following Critical Unexpected Life Events

We examined individuals’ retrospective accounts and personal analyses regarding how their emotional, motivational, and epistemological beliefs coalesced to affect their long-term coping and resilience following a critical life event. Analyses from interviewed subjects who had encountered significant life-changing events revealed three major themes that influenced their decisions, abilities for self-regulation, and life course paths: (1) types of unexpected events, (2) types and intensity of emotional responses to the critical event, and (3) beliefs about primary control (i.e., personal agency and self-efficacy) and mediated control (i.e., external sources of influence). Regarding the extent to which participants experienced resiliency and current satisfaction with their lives, a dominant theme was their ability to see their critical life events as part of a larger tapestry—involving issues of personal and externally mediated controls—that provided a framework for their positive redirections, perceptions of self-efficacy, and abilities for coping and self-regulation.     

Buffering emotional job demands: The interplay between proactive personality and team potency

The present study extends the research on Job Demands-Resources model by examining how the interplay between personal resource (i.e., proactive personality) and team resource (i.e., team potency) buffers employees' emotional job demands. We propose that, while emotional job demands may enhance employees' intention to quit, this positive effect is more pronounced when employees possess low, rather than high, proactive personality. Furthermore, such interaction effect is stronger when team potency is low. Our hypotheses were found supported by data collected from four hotels in China. The findings of this study provide important implications on how individuals may utilize personal and team resources to cope with emotional demands in their jobs.     

Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources

B. L. Fredrickson's (1998, 2001) broaden-and-build theory of positive emotions asserts that people's daily experiences of positive emotions compound over time to build a variety of consequential personal resources. The authors tested this build hypothesis in a field experiment with working adults (n = 139), half of whom were randomly-assigned to begin a practice of loving-kindness meditation. Results showed that this meditation practice produced increases over time in daily experiences of positive emotions, which, in turn, produced increases in a wide range of personal resources (e.g., increased mindfulness, purpose in life, social support, decreased illness symptoms). In turn, these increments in personal resources predicted increased life satisfaction and reduced depressive symptoms. Discussion centers on how positive emotions are the mechanism of change for the type of mind-training practice studied here and how loving-kindness meditation is an intervention strategy that produces positive emotions in a way that outpaces the hedonic treadmill effect.     

Personality and counterproductive work behaviour: Using conservation of resources theory to narrow the profile of deviant employees

We leverage conservation of resources (COR) theory to explain how conscientiousness and emotional stability (ES) are associated with resource management strategies that may reflect instrumentally driven counterproductive work behaviour (CWB). Specifically, we investigated how the relationship between conscientiousness and CWB varies as a function of the level of available personal (i.e., ES) and organizationally provided (i.e., experienced job constraints) resources. Results from two surveys administered 4 weeks apart to US employees indicate that the negative relationship between conscientiousness and CWB is positive among employees who are low in ES.     

Down but not out: Newcomers can compensate for low vertical access with strong horizontal ties and favorable core self‐evaluations

We draw upon and extend socialization resources theory to explain how organizational newcomers leverage their social capital resources (i.e., vertical access and horizontal tie strength within their communication networks) and personal resources (i.e., core self‐evaluations) to learn about and assimilate into their work and organizations. The findings of a multiwave study of organizational entrants in China reveal the synergistic effects of relational and personal resources for newcomer adjustment. Newcomers learn and assimilate effectively not only when they have vertical connections to high‐status organization members but also when they can compensate for their lack of high‐status connections by leveraging their strong horizontal ties with peers and favorable core self‐evaluations. These findings provide a practical perspective on how to tailor newcomer onboarding practices to facilitate effective newcomer adjustment.     

Emotional health,support, and self‐efficacy in young adults with a history of language impairment

Children and adolescents with language impairment (LI) are at risk of emotional health difficulties. However, less is known about whether these difficulties continue into adulthood for this group, or about the potential role of environmental resources (e.g., social support) or internal resources (e.g., self‐efficacy). This study investigates emotional health in 81 adults with a history of developmental LI (aged 24) compared with 87 age‐matched peers (AMPs) using Beck Inventories. Social support and self‐efficacy measures were examined as predictors. The results were fourfold: (1) adults with LI had higher levels of emotional health problems; (2) whilst the availability of social support was similar across groups, people with LI received more help from others compared to peers; (3) social support was not significantly related to emotional health in those with LI – in contrast, for AMPs, uptake of support indicated poorer emotional health; (4) self‐efficacy was the strongest predictor of emotional health in both groups and fully mediated the relationship between language and emotional health (no moderation by group). This cross‐sectional study has implications for concurrent factors that might affect emotional health outcomes for children and young people with and without LI.     

Social support,psychological vulnerability,and HIV risk among African American men who have sex with men

Previous research has suggested a need to understand the social-psychological factors contributing to HIV risk among African American men who have sex with men (MSM). We conducted individual in-depth interviews with 34 adult African American MSM to examine their personal experiences about: (i) sources of social support, (ii) psychological responses to the presence or absence of social support and (iii) influences of social support on sexual behaviours. The majority of participants described limited positive encouragement and lack of emotional support from family, as well as few meaningful personal relationships. Feelings of isolation and mistrust about personal relationships led many participants to avoid emotional intimacy and seek physical intimacy through sexual encounters. Findings highlight a need for multilevel interventions that enhance social support networks and address the social-psychological, emotional and interpersonal factors that contribute to HIV risk among African American MSM.     

Supportive relationships in later life

We adopted a multidimensional approach to the study of the social support convoys of older adults. We distinguished between age and gender differences in four specific dimensions of the social support convoy: (a) existence versus functioning of relationships in the convoy, (b) kinds of relationships (i.e., those with children, siblings, and friends), (c) types of social support (i.e., emotional support, respect, and health support), and (d) receipt versus provision of support. Using a national survey of 718 adults, multivariate and univariate analyses of variance were performed to determine age and gender differences in these four dimensions of social support. The multidimensional approach was useful in pinpointing those aspects of the social support convoy affected by aging. We anticipated that the social support convoy would be devastated by aging. Instead, we found that older people received less support (i.e., emotional and health support) in the absence of sibling relationships. Otherwise, the effects of aging had more to do with what the older person contributed to the convoy than with what he or she received. Women had better social support resources than men, particularly within their friendships. We found no evidence, however, that women's social support advantage counterbalanced the effects of aging on the convoy.     

“What a Match!”: The Specific Role of Resources in the Relation Between Demands and Vigour in Elite Sport

The triple-match principle, as outlined by the Demand-Induced Strain Compensation (DISC) Model, states that resources are most effective when they match particular demands. The present study investigates the role of match in elite sport with regard to the relation between sport-related demands, sport-related resources, and vigour (i.e., physical strength, cognitive liveliness, and emotional energy). We hypothesised that moderating effects of resources on the relation between demands and vigour are most likely when there is a triple-match between demands, resources and vigour, followed by double-match and non-match. A cross-sectional survey study was conducted among 118 semi-professional and professional athletes (70 females, 48 males, M_age= 24.7, SD = 6.5). Physical resources moderated (i.e., strengthened) the positive relation between physical demands and physical strength, whereas emotional resources moderated (i.e., buffered) the negative relation between emotional demands and emotional energy. Moderating effects of sport-related resources on the relation between sport-related demands and vigour occurred more often when there was a triple-match compared to when there was less match or no match at all. These findings indicate that, also in the domain of elite sport, resources do not randomly moderate the relation between demands and well-being. Implications and limitations of the study are discussed.     

This is funny: on the beneficial role of self-enhancing and affiliative humour in job design

Building on positive psychology, the present study aims to address the role of humour in the workplace, and particularly in job design, one of the crucial job aspects contributing to employee well-being. Specifically, we examine the main effects of self-enhancing and affiliative types of humour both on burnout and work engagement. Furthermore, we study whether these humour styles serve as personal resources, moderating the associations of job hindrances (i.e., role conflict), job challenges (i.e., workload) and job resources (i.e., social support) with burnout and work engagement, as outlined in the Job Demands-Resources model. Results in a large sample of Belgian employees ( N = 1200) showed that both types of humour related negatively to burnout and positively to work engagement. No interactions between humour and the job characteristics were found in the prediction of burnout. The significant interactions in predicting work engagement showed that self-enhancing and affiliative humour played a positive role, particularly when role conflict and social support were low. No interactions with workload were found. The discussion aims to shed light on the unexpected results and to further the study of the humour-health hypothesis.     

Testing a holistic conceptual framework for early childhood teacher well-being

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings. First, we investigated direct associations of job demands and resources with teachers' professional well-being. Second, we tested two models of potential mediation for the relationship of job demands and resources to well-being using structural equation modeling techniques: (a) that psychological and physical well-being mediate the relationship between demands, resources, and professional well-being; and (b) that professional well-being mediates the relationship between demands, resources, and psychological and physical well-being. Although our sample of early childhood teachers (n = 262) reported high levels of professional well-being (i.e., work commitment, self-efficacy), a substantial number of them experienced challenges in both psychological (e.g., perceived stress, depressive symptoms) and physical (e.g., ergonomic pain) well-being. As expected, teachers' work-related stressors and work resources (positive work climate, quality of the physical environment) were directly associated with teachers' professional well-being. Contrary to our expectations, however, instrumental resources (i.e, wages, health insurance) did not predict any aspects of teachers' professional well-being. Our data only supported the first of the two tested mediation hypotheses (i.e., that psychological and physical well-being mediated the associations between working conditions and professional well-being), but with one caveat: physical well-being preceded psychological well-being in mediating the associations. These results advance our understanding of the challenges present in the early childhood workforce and have implications for policies and programs to improve teacher working conditions and well-being.     

The role of personal and key resources in the family‐to‐work enrichment process

Based on the work‐home resources model, the aim of the present research was to test a process model of family‐to‐work enrichment by examining whether self‐efficacy (i.e., personal resource) mediates the relationship between support from one's family and work engagement. Further, it was assumed that positive affectivity (i.e., key resource) moderates the relation between family support and self‐efficacy. Using an occupationally heterogeneous sample of Slovenian employees (n = 738), we found support for a mediating effect of self‐efficacy as well as for the moderating role of positive affectivity. In general, our results broaden the understanding of work‐family enrichment processes and provide support for the work‐home resources model. In addition, they point to the relevant role of personal and key resources in work‐family interactions.     

Rostral anterior cingulate activity generates posterior versus anterior theta activity linked to agentic extraversion

Recent research using the resting electroencephalogram (EEG) showed that posterior versus anterior theta activity (around 4–8 Hz) is consistently associated with agency, reflecting the dopaminergic core of extraversion (i.e., incentive motivation, positive emotion). Neuroimaging studies using various methodologies and experimental paradigms have converged on the anterior cingulate cortex (ACC) as a neurophysiological correlate of extraversion. The aim of the present study is integrate these lines of research by testing the hypothesis that posterior versus anterior EEG theta is at least partly based on ACC theta activity. Resting EEG data were analyzed in N = 78 healthy, male participants extremely high or low in agentic extraversion (aE). Using the low-resolution electromagnetic tomography algorithm, we localized the sources of aE-dependent intracerebral theta activity within rostral subdivisions of the ACC. The posterior versus anterior index and theta current density within the rostral ACC were significantly correlated (r = -.52), and both displayed high retest stability across 5 hr and were associated with traits from the aE spectrum. These neurophysiological correlates of aE and their possible functional significance are discussed.     

The social face of emotion recognition: Evaluations versus stereotypes

The goal of the present paper was to demonstrate the influence of general evaluations and stereotype associations on emotion recognition. Earlier research has shown that evaluative connotations between social category members and emotional expression predict whether recognition of positive or negative emotional expressions will be facilitated (e.g. Hugenberg, 2005). In the current paper we tested the hypothesis that stereotype associations influence emotion recognition processes, especially when the difference between valences of emotional expressions does not come into play. In line with this notion, when participants in the present two studies were asked to classify positive versus negative emotional expressions (i.e. happy versus anger, or happy versus sadness), valence congruency effects were found. Importantly, however, in a comparative context without differences in valence in which participants were asked to classify two distinct negative emotions (i.e. anger versus sadness) we found that recognition facilitation occurred for stereotypically associated discrete emotional expressions. With this, the current results indicate that a distinction between general evaluative and cognitive routes can be made in emotion recognition processes.     

The Relationship Between Emotional Resources and Emotional Labor: An Exploratory Study

The study examines the effects of a subtype of personal resources (i.e., emotional resources) on emotional labor strategies. We examined 2 variables, emotional intelligence and negative affectivity, as proxies for emotional resources. Largely consistent with predictions, results indicated that individuals with a high level of emotional resources (indicated by high emotional intelligence) are more likely than others to deep act, and individuals with comparatively low emotional resources (indicated by high negative affectivity) are more likely than others to surface act. The differential effects of surface acting and deep acting on strain and job satisfaction were examined. Depressed mood was found to mediate the relationship between surface acting and job satisfaction.     

Relationships Between Treatment Attitudes,Psychological Symptoms,Emotional Competence,and Help‐Seeking Intentions

The authors examined whether emotional competence (i.e., awareness, coping strategies) predicted help‐seeking intentions above and beyond previously identified factors (i.e., attitudes and perceived stigma toward professional help, psychological symptom severity) in an undergraduate sample (N = 531). Emotional awareness predicted help‐seeking intentions for personal/emotional problems and suicidal thoughts. Emotional coping strategies predicted help‐seeking intentions for suicidal thoughts and moderated the relationship between symptom severity and help‐seeking intentions for suicidal thoughts. Efforts to increase help‐seeking should address students' emotional competence.     

Building Life Satisfaction Through Well-Being Dimensions: A Longitudinal Study in Children with a Life-Threatening Illness

Recent literature suggests that people increase their life satisfaction over time as a result of developing positive psychological resources (e.g. benefit finding). However, this hypothesis has not yet tested in children. Since suffering from illness is usually associated with challenge and growth, we hypothesized that changes in life satisfaction in a sample of ill children would depend on to what extent they developed resources. Children with a life threatening illness (N = 67 at T1 and N = 49 at T2, ages 7–18 years) completed the Student Life Satisfaction Scale, a measure of health-related functioning problems, a measure of positive emotions (PE), the Benefit Finding Scale for Children, and a measure of strengths from the Values in Action Inventory of Character Strengths for Youth. The same measures were assessed 6 months after the first assessment. Using structural equation modeling techniques, results revealed that health-related functioning problems were associated with negative changes in life satisfaction over time. Moreover, increases in benefit finding and character strengths (i.e., love and gratitude) predicted positive changes in LS over time. Finally, PE predicted changes in benefit finding over time through several personal strengths (i.e., vitality and gratitude). The development of positive psychological resources in children experiencing high levels of stress may promote desirable psychological outcomes. Therefore, in order to help clinicians prevent negative outcomes, future research should strive to better understand life satisfaction and its underlying predictors in children experiencing difficult life circumstances.     

The fleeting gleam of praise: cognitive processes underlying behavioral reactions to self-relevant feedback

We propose that a preference for favorable social feedback (i.e., self-enhancement) requires only that feedback be characterized as favorable or unfavorable but that a preference for self-confirming feedback (i.e., self-verification) is based on a more elaborate set of cognitive operations that requires both the characterization of feedback and a subsequent comparison of that feedback to a representation of self stored in memory. Study 1 set the stage for testing this hypothesis by showing that depriving people of processing resources interfered with their tendency to access their self-conceptions. In Studies 2 and 3, participants who were deprived of resources preferred the favorable, self-enhancing evaluator, whereas control participants displayed a preference for the self-verifying evaluator, even if that evaluator was relatively unfavorable.