Assessing collective affect recognition via the Emotional Aperture Measure

Curiosity about collective affect is undergoing a revival in many fields. This literature, tracing back to Le Bon's seminal work on crowd psychology, has established the veracity of collective affect and demonstrated its influence on a wide range of group dynamics. More recently, an interest in the perception of collective affect has emerged, revealing a need for a methodological approach for assessing collective emotion recognition to complement measures of individual emotion recognition. This article addresses this need by introducing the Emotional Aperture Measure (EAM). Three studies provide evidence that collective affect recognition requires a processing style distinct from individual emotion recognition and establishes the validity and reliability of the EAM. A sample of working managers further shows how the EAM provides unique insights into how individuals interact with collectives. We discuss how the EAM can advance several lines of research on collective affect.     

Amalgamation of future time orientation,epistemological beliefs,achievement goals and study strategies: Empirical evidence established

Background Recently research evidence emphasizes two main lines of inquiry, namely the relations between future time perspective (FTP), achievement goals (mastery, performance‐approach, and performance‐avoidance) and study processing strategies, and the relations between epistemological beliefs, achievement goals and study processing strategies. To date, however, there have been very few attempts made to amalgamate these two strands of inquiry within one study and how they in totality determine the success of academic learning. Aims This study proposed and tested a conceptual model of relationships among FTP, epistemological beliefs, achievement goals (mastery, performance‐approach, and performance‐avoidance), study processing strategies and academic performance. Sample Two hundred and seventy‐five tertiary second‐year students (167 females, 108 males) enrolled in a university in the Pacific participated in this study. Method Likert‐scale inventories were used to elicit relevant data from students; for example, the epistemological questionnaire (EQ; Schommer, 1990 ) and the Zimbardo time perspective inventory ( Zimbardo & Boyd, 1999 ). Academic performance was collated from students' course and final exam marks in the course educational psychology. LISREL 8.72 and SPSS 15 was used to test and evaluate the conceptual model proposed. Results Latent variables procedures supported the conceptual model in general, although not all hypothesized paths were significant. MANOVA indicated no gender differences in the five theoretical frameworks or academic performance. Discussion The determinants of academic performance from our findings are deep and surface processing strategies. Furthermore, the established supports the mediating roles of deep processing strategies, mastery goals, and performance‐approach and performance‐avoidance goals.     

Specific Aptitude Theory Revisited: Is There Incremental Validity for Training Performance?

There has been controversy over the years about whether specific mental abilities increment validity for predicting performance above and beyond the validity for general mental ability (GMA). Despite its appeal, specific aptitude theory has received only sporadic empirical support. Using more exact statistical and measurement methods and a larger data set than previous studies, this study provides further evidence that specific aptitude theory is not tenable with regard to training performance. Across 10 jobs, differential weighting of specific aptitudes and specific aptitude tests were found not to improve the prediction of training performance over the validity of GMA. Implications of this finding for training research and practice are discussed.     

A meta-analysis on the correlation between the implicit association test and explicit self-report measures

Theoretically, low correlations between implicit and explicit measures can be due to (a) motivational biases in explicit self reports, (b) lack of introspective access to implicitly assessed representations, (c) factors influencing the retrieval of information from memory, (d) method-related characteristics of the two measures, or (e) complete independence of the underlying constructs. The present study addressed these questions from a meta-analytic perspective, investigating the correlation between the Implicit Association Test (IAT) and explicit self-report measures. Based on a sample of 126 studies, the mean effect size was .24, with approximately half of the variability across correlations attributable to moderator variables. Correlations systematically increased as a function of (a) increasing spontaneity of self-reports and (b) increasing conceptual correspondence between measures. These results suggest that implicit and explicit measures are generally related but that higher order inferences and lack of conceptual correspondence can reduce the influence of automatic associations on explicit self-reports.     

Conscientiousness and (un)healthy eating: The role of impulsive eating and age in the consumption of daily main meals

The present study aims to explore the relationship between conscientiousness and the consumption of healthy versus unhealthy main meals. Impulsive eating was tested as a mediator in this relationship, as well as direct effects of age on those constructs. A nationwide representative sample of 1,006 Norwegian adults (18–70 years) within a prospective design was used to test a theoretical model. The structural equation model (SEM), in combination with bootstrapping procedures in AMOS, was the principal analytical method. Conscientiousness was negatively associated with unhealthy and impulsive eating. Impulsive eating was a partial mediator between conscientiousness and unhealthy eating and a full mediator between conscientiousness and healthy eating. Age was positively correlated with conscientiousness and this relationship had an inverted U‐shape form. Finally, age was negatively associated with unhealthy and impulsive eating, and positively associated with healthy eating. This study confirmed the relevance of conscientiousness for healthy, unhealthy, and impulsive eating.     

What We Share Is Who We Are and What We Do: How Emotional Intimacy Shapes Organizational Identification and Collaborative Behaviors

We focus on the concept of emotional intimacy among organizational members and investigate its influence on both their (a) perceptions and (b) behaviors. With regard to employees’ perceptions, we test whether it is organizational identification (operationalized as cognitive and affective identification with the organization) that influences emotional intimacy or the reverse. At the behavioral level, we investigate the interplay between employee emotional intimacy and organizational identification and their effects on employee interpersonal helping (OCB-Is; interpersonal organizational citizenship behaviors) and interpersonal conflict (CWB-Is; interpersonal counterproductive workplace behaviors). Based on a three-wave panel study among nurses working in a public hospital, our findings show that emotional intimacy influences organizational identification, and it represents a unique antecedent of OCB-Is and CWB-Is.