Managerial Self-Efficacy,Outcome Expectancies,and Work-Role Salience as Determinants of Ambition for a Managerial Position1

Based on research involving a sample of 1,030 employees in three different organizations, the determinants of ambition for a managerial position were examined using LISREL analyses. The analysis provided support for the model derived from social cognitive career theory. Ambition for a managerial position was mainly explained by managerial self-efficacy, which was influenced by performance attainment, physiological arousal, and verbal persuasion. Outcome expectancies and work-role salience had a direct as well as an indirect relationship with ambition for a managerial position, mediated by managerial self-efficacy. Although the structural model was supported in the three samples, the estimated parameters in the model differed. Contrary to what was expected, vicarious experience did not contribute to self-efficacy in management tasks.     

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether grade 1 (aged 6–7 years) to 4 (aged 9–10 years) elementary school children with ASD scored significantly different from age‐adequate norms on mathematics. To this end, a multi‐componential approach of mathematics was used. Four domains of mathematics were assessed in 121 children with ASD: procedural calculation, number fact retrieval, word/language problems, and time‐related competences. All children attended general education classrooms, following the standard curriculum, and were coached by integrated educational services. Children with ASD showed a strength in word/language problems in second and fourth grade. There was evidence of a weakness for procedural calculation in first grade and for time‐related competences in first and third grade. In all other cases, average scores were shown. As such, results revealed a profile of strengths, average abilities, and weaknesses in mathematics and highlighted the importance of focusing on different domains of mathematics. Because a high variability in mathematical performance could be observed, we recommend an individual assessment when considering the mathematical trajectory of children with ASD. Copyright © 2015 John Wiley & Sons, Ltd.     

Challenging assignments and activating mood: the influence of goal orientation

We examined the impact of induced goal orientation on individuals' positive‐ and negative‐activating mood when taking part in high‐ or low‐challenging assignments. Results indicated that performing a low‐challenging assignment leads to a higher positive‐activating mood with a performance‐approach orientation than with a mastery approach, or no goal orientation. In contrast, conducting a high‐challenging assignment leads to a higher positive‐activating mood with a mastery approach than with a performance approach, or no goal orientation. These findings suggest that high‐challenging assignments are best instructed with a focus on learning whereas low‐challenging assignments are best instructed with a focus on superior performance.     

Personality Factors and Adult Attachment Affecting Job Mobility

Past research has revealed that individuals' job mobility is affected by factors such as job satisfaction, specific career enhancing attributes and job availability. This study examined personality factors predicting voluntary internal and external job mobility. Three types of voluntary job mobility measures were studied: dissatisfaction changes, job improvement changes and job rotations within companies. These mobility measures were related to the Big Five personality factors, sensation seeking and adult attachment. Results showed that demographic variables and sensation seeking contributed to the variance in external job changes. Internal job rotations were not related to any of the demographic and personality variables.     

Person–Organisation Fit: The Match Between Theory and Methodology: Introduction to the Special Issue

In this introduction to a special issue on Person–Organisation Fit it is argued that future studies on P–O fit should pay more attention to criteria of variability and the value of fit for selecting the components of the fit measure. Moreover, more within‐person designs should be used in order to examine processes of adaptation and to improve the power of P–O fit research.     

TRANSFERENCE‐FOCUSED PSYCHOTHERAPY AND MENTALIZATION‐BASED TREATMENT: BROTHER AND SISTER?

Transference‐focused psychotherapy and mentalization‐based treatment are new psychoanalytic treatment forms for borderline patients. How do these forms of treatment differ and how are they alike? What interventions do they yield in clinical practice? In the past few years two methods of psychoanalytic treatment for borderline patients have been developed: transference‐focused therapy and mentalization‐based treatment. This paper explores the similarities and differences between them, with a special focus on how the different theories lead to different interventions in clinical practice. TFP takes the central problem to be the disorder in object relations, while MBT focuses on the self as agent. Further differences concern notions of the role of aggression, the presence of mental representations and the position of the therapist. Interventions formulated by therapists of both frames of reference in response to some therapy fragments differed substantially. Both theories share a desire to develop a psychoanalytical technique suitable for borderline patients, and both stress the central importance of the handling of the transference and of working in the here‐and‐now, as well as the necessity for effect research.