Experiencing Incivility in Organizations: The Buffering Effects of Emotional and Organizational Support1

Research shows that being a target of organizational incivility is associated with negative outcomes, including declines in job satisfaction, physical health, and psychological well‐being. Two studies (90 property management company employees; 210 undergraduate students) were conducted to examine whether 2 types of social support—emotional and organizational—act as buffers of the relationship between incivility and outcomes in workplace and academic contexts. Two types of incivility were also examined: general workplace incivility and gendered incivility. Consistent with the hypotheses, the results of both studies indicated that employees and students who experienced higher levels of incivility reported better outcomes when they felt organizationally and emotionally supported. Implications for organizations are discussed.     

Making of romantic attachment bonds: Longitudinal trajectories and implications for relationship stability

The current study outlined the timing of romantic attachment formation and its implications for relationship stability. People came to prefer their romantic partners for proximity and as a safe haven roughly 4 months after commitment; it took over 2 years to prefer them as their primary secure base. More anxiously attached people preferred their partner for proximity earlier than less anxiously attached people; more avoidantly attached people reported less preference for their romantic partner for all attachment components at the time of initial commitment compared to less avoidantly attached people. Those who more quickly represented their romantic partner as a secure base were less likely to subsequently break up; accordingly, normative attachment development may be prognostic for relationship stability.     

Spiritual Formation in Christian School Counseling Programs

This article makes the case that Christian school counselors should be more directly engaged in student spiritual formation. To accomplish this aim, the historical context for the discussion is first explored, followed by a review of contemporary medical and psychological research associating a positive spirituality with healthy functioning across a variety of developmental domains. The argument is then situated within developmental theory and systems thinking as well as the Christian theological—philosophical writings of John Macmurray. Recommendations for improving Christian school counseling practice as they relate to student spiritual formation are included.     

FACTORS AFFECTING PRE-DECISIONAL COMMUNICATION BEHAVIOR AFTER HELPING REQUESTS1

A field experiment was conducted to explore the relationship between two known determinants of helpfulness (cost of helping and dependency of other) and predecisional communication behavior. Male undergraduates were contacted by telephone and asked to volunteer for a survey study. The caller was either very dependent or less dependent on the subject for help. The survey was described as taking 3 hours (high cost), 1 hour (moderate cost), or 20 minutes (low cost). Following the request for aid, the information seeking and information giving behavior of the subject was coded. As anticipated, the greatest information giving was elicited from non-helpers, especially among subjects in the high cost-high dependency condition. Path analysis of the data indicated a causal sequence in which information giving mediated the effects of cost on decision to help. The findings were discussed in terms of Schwartz's (1975) model of normative behavior.     

The Metaphysics of Mash‐Ups

Accounts of the ontology of musical works seek to uncover what metaphysically speaking a musical work is and how we should identify instances of musical works. In this article, I examine the curious case of the mash‐up and seek to address two questions: are mash‐ups musical works in their own right and what is the relationship between the mash‐up and its source materials? As mash‐ups are part of the broader tradition of rock, I situate this discussion within an ontology of rock as defended by Theodore Gracyk and Stephen Davies and offer some interpretation as to what their positions might be in regard to mash‐ups. Finally, I argue that the account of mash‐ups that best makes sense of our evaluative practices would hold that they are emergent musical works that are distinct in their own right and yet also happen to be cases of musical works that instantiate parts of other musical works.     

Partner's understanding of affective–cognitive meta‐bases predicts relationship quality

Knowledge that partners have about each other's attitudes are consequential for relationship quality. This article extends prior research and examines whether knowledge regarding a partner's meta‐attitudinal bases, or subjective perceptions of how one's attitudes are driven, can influence relationship quality. Given how meta‐bases are reflective of information‐processing goals, we hypothesized that partner understanding of meta‐attitudinal bases would positively predict relationship quality. Self and partner ratings of how relationally relevant attitudes were driven, as well as perceptions of relationship quality, were assessed. Results revealed that a partner's knowledge of one's meta‐bases positively predicts one's own reported relationship quality. Results remained significant when controlling for relationship duration and meta‐bases similarity. Implications of meta‐bases understanding for close relationship functioning are discussed.     

AGE‐ AND GENDER‐BASED ROLE INCONGRUENCE: IMPLICATIONS FOR KNOWLEDGE MASTERY AND OBSERVED LEADERSHIP POTENTIAL AMONG PERSONNEL IN A LEADERSHIP DEVELOPMENT PROGRAM

Using archival data from 972 military officers who participated in a 5‐week team‐based leadership development program, the authors tested 5 hypotheses concerning the implications of age‐ and gender‐based role incongruence for individuals’ mastery of 2 knowledge categories and their observed leadership potential (OLP). As hypothesized, greater age was related to less mastery of both teamwork knowledge and strategy knowledge, whereas female gender was related to less mastery of strategy knowledge only. Another focus was on possible evaluative bias in OLP, with individuals’ knowledge mastery and career‐relevant circumstantial factors taken into account. Notably, knowledge mastery partially explained the appreciable overall relationship of age with OLP, yet fully explained the modest overall relationship of gender with OLP. Therefore, some evaluative bias existed for age but not gender. The overall pattern of results revealed that an intrapersonal consequence (i.e., knowledge mastery) of demographic‐based role incongruence overshadowed any interpersonal bias in evaluation, pointing to a new direction for theory and research.