Testing relations between group cohesion and satisfaction in project teams: A cross-level and cross-lagged approach

Based on a two-dimensional perspective of group cohesion, this study examines the emergence of task cohesion and interpersonal cohesion in project teams and their roles in changes in members’ individual satisfaction with the team. Specifically, we tested a direct-effect and mediation model of the cross-level relationship between team task and interpersonal cohesion and individual satisfaction with the team over time. With a sample of 74 newly created project teams, the hypotheses were tested using a two-wave panel design. Results indicate that task cohesion emerges more strongly than interpersonal cohesion during the first stages of work in project teams. Moreover, the cross-lagged relationship between team interpersonal cohesion and individual satisfaction with the team was mediated by team task cohesion.     

Motivating innovation in schools: School principals’ work engagement as a motivator for schools’ innovation

This multisource, multilevel study examines the role of school principals’ work engagement as a motivational catalyst for schools’ innovation. We hypothesize that principals’ work engagement motivates teachers’ creativity which in turn should foster the amount of innovations made in schools. In order to operationalize innovation, we used four measures: teachers’ self-ratings and three school-specific objective indicators of schools’ innovation (school projects, external communication, and internal communication). Eighty-seven principals and 902 teachers from 83 German schools participated in our study. Results of multilevel structural equation modelling showed that principals’ work engagement increases teachers’ idea generation which in turn fosters all of our four aspects of innovation. Idea generation mediated the relationship between principals’ work engagement and self-rated innovation. It can be concluded from our study that both principals’ work engagement and teachers’ creativity can be powerful forces concerning schools’ innovation.     

Taking personal initiative and communicating about ideas: What is important for the creative process and for idea creativity?

Using multisource data, this study focused on the process aspect of creativity at work. A modification of Amabile's (1988 Amabile, T. M. 1988. “A model of creativity and innovation in organizations”. In Research in organizational behavior, Edited by: Staw, B. M. and Cummings, L. L. Vol. 10, 123–167. Greenwich, CT: JAI Press.  [Google Scholar]) stage model of the creative process with the stages of problem identification, preparation, idea generation, and idea validation served as the basis for our study. We examined personal initiative and idea-related communication as two important factors for the creative process and for the degree of creativity of one specific idea an employee recently produced at work. In a sample of 52 nurses, we found that idea-related communication was positively related to engagement in the creative process but not to idea creativity. Personal initiative boosted engagement in the beginning of the creative process and was positively related to creativity as an outcome. Results suggest that idea-related communication is important for showing engagement in the creative process, whereas personal initiative is important in the beginning of the creative process and for idea creativity.     

The effect of personality pathology on treatment outcome for Axis I disorders in dysfunctional clergy

The relationship between Narcissistic, Compulsive, Dependent, and Antisocial personality traits, as measured by the MCMI-III, and the clinical presentation and the treatment outcome for Axis I disorders, as measured by the MMPI-II was investigated. The subjects were 86 Roman Catholic priests and nuns who participated in 6 to 8 months of residential treatment. Pretreatment evaluation of the patients included the MCMI-III and the MMPI-2. Clinical presentation of Axis I disorders was measured by pretreatment scores on MMPI scales 2 (Depression), 7 (Psychasthenia), content scale DEP (Depression), and content scale ANX (Anxiety). Treatment outcome was measured by posttreatment MMPI-2 scores on these four variables. The results of this study suggest that the level of personality traits a patient possesses can significantly impact the clinical presentation of an Axis I disorder. Although the 48 patients with MCMI-III base rate scores above 74 had significantly higher pretreatment MMPI-2 scores than the patients with lower MCMI-III scores, both groups obtained posttreatment MMPI scores well within normal limits. The intensive individual and group therapy, extended length of stay, and emphasis on community living that the residential program provides may account for these results.     

ICD-11 prolonged grief disorder: Prevalence,predictors, and co-occurrence in a large representative sample

The International Classification of Diseases has recently defined Prolonged Grief Disorder (PGD) with symptoms such as longing, worry, and intense emotional pain that exceed sociocultural norms more than 6 months after the loss. This study aims to (a) estimate the prevalence of this new diagnostic category, (b) identify its sociodemographic and loss-related predictors, and (c) assess the co-occurrence of PGD with other psychological disorders and substance abuse. A large representative sample of Spanish adults (N = 1498) participated. Several multivariate binary logistic regression and multivariate logistic regression models were used. Results showed a 9.95% prevalence in the total sample. Catholic beliefs were a positive predictor, while higher income and more time since loss significantly decreased the odds of PGD. PGD significantly increased the likelihood of anxiety, depression, somatisation, post-traumatic stress disorder, loneliness and substance use. Our study contributes to assessing the multicultural PGD validity, as our results from a large representative sample are comparable to those in other countries with the PGDS. Our findings have direct implications for the assessment and treatment of bereavement, identifying for practitioners variables that make individuals more vulnerable to PGD. Results highlighted the high co-occurrence of PGD with other psychological illnesses and increased drug use.     

Effects of chronic cocaine administration on spatial learning and hippocampal spine density in two genetically different strains of rats

Lewis and Fischer-344 rats have been proposed as an addiction model because of their differences in addiction behaviour. It has been suggested that drug addiction is related to learning and memory processes and depends on individual genetic background. We have evaluated learning performance using the eight-arm radial maze (RAM) in Lewis and Fischer-344 adult rats undergoing a chronic treatment with cocaine. In order to study whether morphological alterations were involved in the possible changes in learning after chronic cocaine treatment, we counted the spine density in hippocampal CA1 neurons from animals after the RAM protocol. Our results showed that Fischer-344 rats significantly took more time to carry out test acquisition and made a greater number of errors than Lewis animals. Nevertheless, cocaine treatment did not induce changes in learning and memory processes in both strains of rats. These facts indicate that there are genetic differences in spatial learning and memory that are not modified by the chronic treatment with cocaine. Moreover, hippocampal spine density is cocaine-modulated in both strains of rats. In conclusion, cocaine induces similar changes in hippocampal neurons morphology that are not related to genetic differences in spatial learning in the RAM protocol used here.     

The classification of Spanish adolescents based on substance consumption patterns and the analysis of the relationships within their social developmental contexts

This research is part of the 2006 edition of the Health Behavior in School-aged Children (HBSC) study. The data presented were composed of a sample of 15942 Spanish adolescents ranging from 13 to 18 years of age. The instruments used included a variety of questions related to substance consumption among adolescents, their bio-psycho-social adjustment and developmental contexts, all of which are part of the HBSC study instrument bank. Through classification analysis, as well as significance and effect size tests, we obtained relevant information about the current epidemiology of substance consumption among Spanish adolescents. These results are representative of the Spanish adolescent population which allows the typical risk profile attributed to young people to be clarified. A gradual adjustment can be seen in terms of substance consumption levels in youth and that same level in their friends. Likewise, the analysis of the developmental context (family, friends and school) provides important information when it comes to preventing substance consumption, thus showing the advantages that coherence and connection have between the different environments where youth live, grow up and develop.     

Cross-domain analogies as relating derived relations among two separate relational networks

Contemporary behavior analytic research is making headway in analyzing analogy as the establishment of a relation of coordination among common types of trained or derived relations. Previous studies have been focused on within-domain analogy. The current study expands previous research by analyzing cross-domain analogy as relating relations among separate relational networks and by correlating participants' performance with a standard measure of analogical reasoning. In two experiments, adult participants first completed general intelligence and analogical reasoning tests. Subsequently, they were exposed to a computerized conditional discrimination training procedure designed to create two relational networks, each consisting of two 3-member equivalence classes. The critical test was a two-part analogical test in which participants had to relate combinatorial relations of coordination and distinction between the two relational networks. In Experiment 1, combinatorial relations for each network were individually tested prior to analogical testing, but in Experiment 2 they were not. Across both experiments, 65% of participants passed the analogical test on the first attempt. Moreover, results from the training procedure were strongly correlated with the standard measure of analogical reasoning.     

Structural invariance of multiple intelligences, based on the level of execution

The independence of multiple intelligences (MI) of Gardner's theory has been debated since its conception. This article examines whether the one- factor structure of the MI theory tested in previous studies is invariant for low and high ability students. Two hundred ninety-four children (aged 5 to 7) participated in this study. A set of Gardner's Multiple Intelligence assessment tasks based on the Spectrum Project was used. To analyze the invariance of a general dimension of intelligence, the different models of behaviours were studied in samples of participants with different performance on the Spectrum Project tasks with Multi-Group Confirmatory Factor Analysis (MGCFA). Results suggest an absence of structural invariance in Gardner's tasks. Exploratory analyses suggest a three-factor structure for individuals with higher performance levels and a two-factor structure for individuals with lower performance levels.