Emotions naturally and laboriously expressed: Antecedents,consequences, and the role of valence

The emotion regulation literature has focused primarily on comparing the methods of surface acting and deep acting, yet scholars have also noted the importance of naturally felt emotions as a means for achieving a desired emotional display. The literature has also mainly examined positive displays, yet there are many situations that call for the display of negative emotions. To advance theory and research, we draw from theory on central principles of approach/avoidance motivation to understand why an individual would choose a given emotional display method, as well as the extent to which a given method is beneficial versus harmful to individuals. In doing so, we identify the valence of the emotion being displayed as a critical factor influencing the benefits and detriments of emotional display methods. Results of a 3-week experience-sampling study of 218 employees revealed that mood was associated with the natural display of positive emotion, promotion focus was associated with deep acting, and prevention focus was associated with surface acting. In positive display contexts, displaying emotion naturally was most beneficial (in terms of effects on emotional exhaustion, job satisfaction, and work withdrawal), whereas surface acting was most detrimental. In negative contexts, this relationship pattern was reversed.     

Honesty and heroes: a positive psychology view of heroism and academic honesty

Academic honesty is under-researched in contrast to academic dishonesty. A majority of students self-report cheating in college. A low probability of punishment is reflected by few tried cases of academic misconduct. The authors argue that students who are in the minority by not engaging in academic dishonesty show considerable character strength and are examples of everyday heroes. The authors consider heroes persons who are courageous, have empathic concern for others, and have a high degree of honesty. Experiment 1 established courage, empathy, and honesty as predictors of academic honesty. Experiment 2 replicated these findings and found heroism to be predictive of students' future intent to cheat. These experiments have constructed an effective working model of heroism in the context of the academic environment.     

Structural validity and reliability of the Spanish version of the White Bear Suppression Inventory (WBSI) in a sample of the general Spanish population

This paper introduces the validation of the Spanish adaptation of the White Bear Suppression Inventory (WBSI) by Wegner and Zanakos (1994). A sample of 833 people from the general population completed the WBSI along with other questionnaires. The exploratory factor analysis and the confirmatory factor analysis supported a two-factor solution accounting for 51.8% of the cumulative variance. This structure is comprised of the two following factors: unwanted intrusive thoughts (alpha = .87, r = .70) and actions of distraction and suppression of thoughts (alpha = .80, r = .60). Both internal consistency reliability (alpha = .89) and test-retest reliability (r = .71) showed adequate homogeneity, sound consistency, and stability over time. The results are discussed bearing in mind both isolated factors and the possible relationships of the suppression factor with automatic negative thoughts and insomnia.     

Psychometric properties of the Reynolds Child Depression Scale in community and clinical samples

The factor structure of the Reynolds Child Depression Scale (RCDS; Reynolds, 1989), analyzed by confirmatory factor analysis and the scale's psychometric characteristics in a sample of 315 participants (140 boys and 175 girls) and a clinical sample of 62 participants (37 boys and 25 girls) between 10 and 12 years old, are presented. Two models are tested with confirmatory factor analysis: a one-factor model and a five-factor model. Both models show a good fit, but the one-factor model was chosen because it is the most parsimonious. The reliability coefficient ranged from .87 (at test) to .89 (at retest) in the community sample, and was .90 in the clinical sample (at test). Test-retest reliability was .66 in the community sample. Concurrent validity with other self-reports that measure depressive symptomatology was high, both in the community sample (.76) and the clinical sample (.71). There were no significant sex differences but there were differences due to age (school grade).     

Perceived fit with an academic environment: Attitudinal and behavioral outcomes

Because person–organization fit relates to important outcomes, and because fit is a time-dependent process, there exists a need to model longitudinal data related to fit. In a multi-university sample (N = 1174), we tested hypotheses concerning person–organization fit and various behavioral and attitudinal outcomes; correlations between changes in these variables over time, and the correlates of these changes. Using autoregressive modeling and latent growth curve modeling, results indicated that academic fit leads to academic satisfaction, which in turn leads to turnover intent, and to a lesser extent GPA and class absenteeism. Changes in academic fit correlated highly with similar changes in satisfaction and GPA and with opposite changes in turnover intent. Academic satisfaction did not correlate with subsequent organizational citizenship behavior (OCB) as predicted; changes across these domains were significantly related, but were small. Consistent with our hypotheses, Realistic interests correlated negatively with changes in academic fit and satisfaction. Investigative interests were correlated positively with changes in fit and initial satisfaction levels. We conclude by discussing implications, limitations, and future research concerning the longitudinal analysis of person–organization fit.