Moving Through Time: The Role of Personality in Three Real‐Life Contexts

In English, two deictic space‐time metaphors are in common usage: the Moving Ego metaphor conceptualizes the ego as moving forward through time and the Moving Time metaphor conceptualizes time as moving forward toward the ego (Clark, 1973). Although earlier research investigating the psychological reality of these metaphors has typically examined spatial influences on temporal reasoning (e.g., Boroditsky & Ramscar, 2002), recent lines of research have extended beyond this, providing initial evidence that personality differences and emotional experiences may also influence how people reason about events in time (Duffy & Feist, 2014; Hauser, Carter, & Meier, 2009; Richmond, Wilson, & Zinken, 2012). In this article, we investigate whether these relationships have force in real life. Building on the effects of individual differences in self‐reported conscientiousness and procrastination found by Duffy and Feist (2014), we examined whether, in addition to self‐reported conscientiousness and procrastination, there is a relationship between conscientious and procrastinating behaviors and temporal perspective. We found that participants who adopted the Moving Time perspective were more likely to exhibit conscientious behaviors, while those who adopted the Moving Ego perspective were more likely to procrastinate, suggesting that the earlier effects reach beyond the laboratory.     

Research on calling: What have we learned and where are we going?

Work as a calling is an emerging concept for scholars across a variety of psychological disciplines. In the current paper, the extant literature on calling is reviewed, showcasing its salience among college student and adult populations and highlighting consistent links between perceiving a calling and heightened levels of career maturity, career commitment, work meaning, job satisfaction, life meaning, and life satisfaction. These links appear most robust when individuals are actually living out their calling at work. Seven suggestions are proposed for future researchers to better understand what it means to have and live a calling: developing a stronger conceptual understanding, collecting more longitudinal data, studying more diverse cultural groups, focusing on behavioral outcomes, examining the dark side of a calling, building theory, and testing interventions. It is hoped that the promising research base and vast areas of potential growth will continue to make the study of calling attractive to scholars across psychological disciplines.     

Exploring links between career adaptability,work volition,and well-being among Turkish students

The present study examined how the four components of career adaptability (concern, confidence, control, curiosity; Savickas & Porfeli, 2012) related to life satisfaction and the degree to which life meaning and work volition mediated these relations. In Study 1, scores from the Work Volition Scale–Student Version was validated with a sample of Turkish undergraduate students. In Study 2, with a new sample of Turkish students, all four components of career adaptability were found to significantly correlate with life satisfaction. Structural equation modeling revealed that life meaning and work volition each served as significant mediators between concern, control, and life satisfaction. Additionally, in the full mediation model, none of the adaptability components significantly related to life satisfaction. These findings suggest that concern and control over one's career may link with greater life satisfaction due, in part, to an increased sense of control in career decision making and increased life meaning.     

Workplace Mobbing: Family Dynamics and Therapeutic Considerations

Workplace mobbing is an underreported and understudied public health problem with significant health consequences on victims, intimate relationships, and families. Family and systemic dynamics influence the victim's response and recovery from in mobbing. Effective therapy with victims of mobbing, their significant others, and families requires familiarity with family and systemic dynamics. Various therapeutic considerations and interventions are described and illustrated in a case example.     

An under-met and over-met expectations model of employee reactions to merit raises

The authors developed a model of how raise expectations influence the relationship between merit pay raises and employee reactions and tested it using a sample of hospital employees. Pay-for-performance (PFP) perceptions were consistently related to personal reactions (e.g., pay raise happiness, pay-level satisfaction, and turnover intentions). Merit pay raises were strongly related to reactions only among employees with high raise expectations and high PFP perceptions. The interactive effects of under-met/over-met expectations and PFP perceptions were mediated by the extent to which participants saw the raise as generous and they were happy with the raises they received. The authors discuss the implications of these findings for expectation-fulfillment theories, merit pay research, and the administration of incentives.     

Bridging the Gap Between Prevention Research and Practice: The Interactive Systems Framework for Dissemination and Implementation

If we keep on doing what we have been doing, we are going to keep on getting what we have been getting. Concerns about the gap between science and practice are longstanding. There is a need for new approaches to supplement the existing approaches of research to practice models and the evolving community-centered models for bridging this gap. In this article, we present the Interactive Systems Framework for Dissemination and Implementation (ISF) that uses aspects of research to practice models and of community-centered models. The framework presents three systems: the Prevention Synthesis and Translation System (which distills information about innovations and translates it into user-friendly formats); the Prevention Support System (which provides training, technical assistance or other support to users in the field); and the Prevention Delivery System (which implements innovations in the world of practice). The framework is intended to be used by different types of stakeholders (e.g., funders, practitioners, researchers) who can use it to see prevention not only through the lens of their own needs and perspectives, but also as a way to better understand the needs of other stakeholders and systems. It provides a heuristic for understanding the needs, barriers, and resources of the different systems, as well as a structure for summarizing existing research and for illuminating priority areas for new research and action. The findings and conclusions in this report are those of the authors and do not necessarily represent the views of the Centers for Disease Control and Prevention.     

Psychological Consequences for High School Students of Having Been Sexually Harassed

The psychological and educational consequences of sexual harassment for high school students were investigated in two studies. Both studies involved a modified survey originally designed for the American Association of University Women (1993). In Study 1, which involved 760 male and 779 female high school students (mainly 16- to 19-year-olds), we compared the behaviors and attitudes of (a) students who had recently been harassed and were upset by it, and (b) students who had not been harassed. Harassment led to several negative psychological and educational consequences rather than to a general stress reaction. Consequences varied with the type of harassment experienced. In Study 2, we surveyed 30 male and 67 female university students who were enrolled in a 1st year psychology course. We found that current doubt about romantic relations was associated with two types of harassment experienced during high school. Thus, some specific consequences of harassment might be long-lasting.     

Trusting me,trusting you: Evaluating three forms of trust on an information‐rich consumer review website

When faced with a lack of information, consumers turn to trust to make a decision; but what happens to trust when individuals are confronted with the wealth of data on the Internet? This study evaluates three forms of trust in information‐abundant contexts: trust in the site, trust in the reviewers, and a postulated third form, trust‐in‐self. It looks at the roles of these three forms of trust in the information‐rich travel review website TripAdvisor. Two studies of site users, interviews (N = 30) and a survey (N = 237), found trust‐in‐self was highly influential in purchase decision making. Further, even with so much information, consumers sought more; the site is just one source they turn to, and they cross‐check among sources. The study concludes that any trust consumers have in TripAdvisor is not so much in the reviewers or the site, but in their own selves. Copyright © 2016 John Wiley & Sons, Ltd.     

Learning to fear outgroups: An associative learning explanation for the development and reduction of intergroup anxiety

Pavlovian conditioning is a form of associative learning shown to contribute to the development and reduction of clinical anxiety and fear, and more recently, intergroup anxiety and fear. The current review provides a synthesis of the literature on associative learning of fear toward outgroups. Findings are reviewed that outline how fear toward the outgroup, relative to the ingroup, can be preferentially learnt and is resistant to extinction‐based techniques. Novel future research directions for intergroup anxiety are then identified based upon previous research on clinical anxiety. It is proposed that processes known to enhance the extinction of specific phobia should be investigated with social stimuli. Specifically, it is argued that exploring cognitive factors during extinction and conducting extinction in multiple contexts may provide new avenues to pursue intergroup harmony through reduced intergroup anxiety. The review concludes by suggesting innovative research designs are needed to validate an associative learning account of fear toward outgroups outside of experimental settings.